Longitudinal relations between mathematics self-efficacy, test anxiety, and performance in co- and solo-taught classrooms

Math self-efficacy and test anxiety represent key aspects of motivation that play acrucial role in student learning. Whilst prior research has established their significance, they are often studied separately in relation to performance and the influence of different teaching approaches on their dynamics is often ignored. In this study we examined: (i) the longitudinal relationships between math self-efficacy, test anxiety, and test performance, and (ii) whether these relationships differ between two teaching conditions (co-teaching vs. solo-teaching). The participants included 146 sixth-grade students in Finland: 70 students in co- taught mathematics classes (taught by three co-teacher dyads) and 76 students in solo-taught classes. Students completed measures of math task-related self-efficacy and test anxiety at the beginning and at the end of the school year. The data also included pre- and post-measures of mathematics test performances. Cross-lagged panel modeling was used to analyse the data. No reciprocal predictions were found between self-efficacy and test anxiety. Prior math performance predicted only initial test anxiety and both initial and later self-efficacy, which in turn predicted later performance. Teaching condition did not predict either motivation or performance. These findings emphasize the importance of fostering self-efficacy to enhance math performance. The absence of reciprocal effects between test anxiety and self-efficacy suggests a more complex relationship, warranting further research. Additionally, co-teaching alone may not directly influence these motivational dynamics, underscoring the need for a more tailored support to promote student learning in mathematics.