Clarifying High School Student Development of Mathematics Self-Beliefs and Achievement

This session is from the NASP 2021 Annual Convention

  • PMD: 3,9
  • Skill Level: Advanced

Learner Objectives

This session will help participants…

  1. clarify the longitudinal relationship between mathematical identity, mathematical self-efficacy, and mathematics achievement in high school students.
  2. understand the differences in the ways that male and female high school students develop self-beliefs and achievement in mathematics.
  3. interpret and examine longitudinal cross-lagged panel models of a nationally representative, large-scale survey.


The direction of causality in the relationship between self-beliefs and academic performance is one of the “thorniest issues” in education research. This presentation will analyze cross-lagged panel models to investigate the longitudinal relationships between mathematical self-efficacy, identity, and achievement in high school students, and examine whether the longitudinal effects work in the same ways for male and female students. The results will promote better understanding and inform action on the paths students follow in mathematics.



Cassandra Mia Bonitto, Wichita State University

Letter to Supervisor

Looking for a concise way to pitch the convention to your employer? This letter and the corresponding talking points are here to help!

Preliminary Brochure

Share our NASP 2022 preliminary brochure with your supervisor along with the above letter.