Student Subject-Specific Self-Efficacy

Social learning theory posits that students calibrate their ability assessments over the course of secondary school. However, there is limited understanding of the developmental trajectories of subject-specific self-efficacy. Therefore, the present study investigated differences in changes in students’ subject-specific self-efficacy within and across two grade levels (sixth and eighth grade) in two subjects (mathematics and English) in a three-wave longitudinal study. Results revealed that changes in self-efficacy did not differ between the first and second halves of the school year. Subject-specific self-efficacy was significantly lower in eighth grade than in sixth grade, with significantly greater changes observed during the first half of eighth grade than during the first half of sixth grade. Students exhibited higher self-efficacy in English than in mathematics in both grades. However, the developmental trajectories did not differ significantly. The results are discussed in relation to the calibration of ability assessments as a nonlinear process.