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Updated: Jul 20, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Relationship between students' self-assessment of their capabilities and their teachers' judgments of students'
1Hunter College, The City University of New York, New York, NY 10021, USA. ppchen@hunter.cuny.edu
Abstract:
The study examined the judgments made by four seventh-grade mathematics teachers of their 107 students' competence in solving mathematics problems. Simultaneously, the 107 students made self-efficacy judgments about their capability in solving mathematics problems. The two sets of judgments were tested for predicting students' mathematics performance. Also, students' prior mathematics achievement was studied for its influence on both teachers' and students' judgments and students' mathematics performance. Teachers were asked to make judgments of each student for every mathematics problem solved. Results were consistent with prior research indicating that students' mathematics self-efficacy beliefs were highly predictive of their performance. Path analysis indicated that the mathematics teachers' judgments were also highly predictive of students' performance and self-efficacy. In turn, these variables predicted students' postperformance judgments. Combining students' self-efficacy judgments and teachers' judgments of students increased predictiveness for students' mathematics performance. Educational implications were also discussed.
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