[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-587170-105":59,"doc-detail-587170-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","formative-instructional-practices-self-efficacy-and-math-achievement-in-4th-grade","Formative Instructional Practices, Self-Efficacy, and Math Achievement in 4th Grade","","Study findings from Oregon 4th-grade students link higher self-efficacy with higher mathematics summative test scores, extending prior research on the role of confidence in math achievement. Two formative instructional practices—providing opportunities for math feedback and help, and providing opportunities for math discussion—raise self-efficacy. Math discussion produces a substantially larger effect on self-efficacy than feedback and help, and it supports math achievement indirectly through self-efficacy, indicating that increasing discussion time can improve both confidence and performance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/formative-instructional-practices-self-efficacy-and-math-achievement-in-4th-grade/587170/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/formative-instructional-practices-self-efficacy-and-math-achievement-in-4th-grade/587170.png","ImageObject",300,407,{"name":92,"@type":93},"Fahsai","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main relationship between self-efficacy and math achievement in this study?","Question",{"text":112,"@type":113},"Higher self-efficacy is associated with higher mathematics summative test scores among 4th-grade students in Oregon.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which formative instructional practices were tested, and how did they affect self-efficacy?",{"text":117,"@type":113},"The study examined opportunities for math feedback and help, and opportunities for math discussion. Both positively influence self-efficacy, with math discussion having a much larger impact.",{"name":119,"@type":110,"acceptedAnswer":120},"How does math discussion influence math achievement according to the findings?",{"text":121,"@type":113},"Opportunities for math discussion show an indirect association with math achievement through their effect on self-efficacy, suggesting that more classroom discussions can improve both confidence and performance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587170,1792166397,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},549768702563,"https://ap-avatar.wpscdn.com/avatar/8000c4aa63b76e948b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786536092046926083","Formative Instructional Practices, Self-Efficacy, and Math Achievement in 4th Grade  \nAbstract  \nThis study of 4th-grade students in Oregon found that higher self-efficacy is associated with higher mathematics summative test scores, consistent with prior research linking self-efficacy to math achievement. Two formative instructional practices—opportunities for math feedback and help, and opportunities for math discussion—positively influence self-efficacy, with opportunity for math discussion exerting an impact approximately seven times greater than opportunities for feedback and help. Furthermore, opportunities for math discussion indirectly support math achievement through its influence on self-efficacy, suggesting that increasing classroom opportunities for math discussions can boost both student confidence and performance in mathematics.  \nKey Takeaways  \n• 4th grade students with higher self-efficacy tend to have higher scores on mathematics summative tests in Oregon. These findings align with prior studies indicating a positive association between self-efficacy and math achievement.  \n• Two formative instructional practices (i.e., opportunities for math feedback and help, and opportunities for math discussion) positively influence self-efficacy. Opportunities for math discussion have a considerably larger impact on self-efficacy than opportunities for math feedback and help (approximately seven times larger) .  \n• Via its influence on self-efficacy, opportunities for math discussion have an indirect association with math achievement. This suggests increasing opportunities for classroom math discussions will not only increase student self-efficacy but also improve student math achievement.  \nIntroduction  \nThis study examines the direct and indirect associations between formative instructional practices, self-efficacy, and math achievement for 4th grade students who participated in both the 2023-24 administrations of the Student Educational Equity Development (SEED) survey and the Oregon Statewide Assessment System (OSAS) mathematics summative test. Although our study focuses exclusively on 4th grade students and mathematics, we intend to explore these same associations at different grades, content areas (e.g., English language arts, science), and across student groups (e.g., gender, race/ethnicity) as part of future research.  \nOur study proceeds as follows. First, we discuss self-efficacy, its theoretical basis and sources, its influence on student outcomes (e.g., math achievement), and its connection with formative instructional practices. Second, we discuss our sample, outcome, covariates, and statistical methodology. Third, we discuss the findings. Fourth and finally, we conclude this study with a discussion connecting our findings with current efforts and initiatives at the Oregon Department of Education (ODE) and a brief discussion of the study’s limitations. Supplemental information includes two tables and the reference list.  \nBackground  \nSelf-efficacy represents a student’s beliefs about their ability to perform a specific task (e.g., adding integers or graphing a linear equation)1—it can be thought of as a student’s confidence in their ability to succeed. Empirical and theoretical research point to a positive association between a student’s self-efficacy and academic achievement2, such that students with higher degrees of self-efficacy tend to have greater persistence and tackle more challenging tasks. However, this association is complex and includes both direct and indirect connections between self-efficacy, its theoretical sources, and academic achievement.3  \nAccording to social cognitive theory, self-efficacy engages cognitive, motivational, affective, and selective processes which translate competence into successful action, behavior, and performance.4 Students with higher self-efficacy anticipate learning opportunities, set challenging goals, and predict learning outcomes (cognitive processes); expend g","cbCaieTsEGRHiB1W","https://ap.wps.com/l/cbCaieTsEGRHiB1W","pdf",1083378,13,"English","# Abstract\n# Key Takeaways\n# Introduction\n# Background","[{\"question\":\"What is the main relationship between self-efficacy and math achievement in this study?\",\"answer\":\"Higher self-efficacy is associated with higher mathematics summative test scores among 4th-grade students in Oregon.\"},{\"question\":\"Which formative instructional practices were tested, and how did they affect self-efficacy?\",\"answer\":\"The study examined opportunities for math feedback and help, and opportunities for math discussion. Both positively influence self-efficacy, with math discussion having a much larger impact.\"},{\"question\":\"How does math discussion influence math achievement according to the findings?\",\"answer\":\"Opportunities for math discussion show an indirect association with math achievement through their effect on self-efficacy, suggesting that more classroom discussions can improve both confidence and performance.\"}]","Formative Instructional Practices, Self-Efficacy, and Math Achievement in 4th Grade | PDF",1792060905,33]