Abstract
The purpose of this study is to evaluate the role of self-efficacy to mediate the relations among 6th and 7th grade students’ literacy and numeracy expectations and their Reading and Mathematics performance and determine any differences by gender. Participants were 793 middle school students from 44 classrooms in 26 American schools. Multilevel mediational analysis revealed that self-efficacy partly mediated students’ numeracy expectations and their Mathematics performance; this effect is consistent within but not between classrooms. No mediational effect for literacy expectations and Reading performance was observed. These effects did not differ between males and females. Implications for teacher preparation and development are discussed.
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