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The relationship among self-concept, self-efficacy, and performance in mathematics was examined among 416 high school students. Participants completed a questionnaire assessing mathematics self-concept and mathematics self-efficacy. Performance was assessed using end-of-term exam results in mathematics. Confirmatory factor analyses supported the existence of two self-concept components--a competency component and an affective component. Self-efficacy items and the competency items of self-concept also loaded on a single factor. Social comparison information was equally influential in the formation of each construct. Self-efficacy beliefs, however, were identified as most highly related with performance in mathematics and percentages. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Pietsch et al. (Mon,) studied this question.