Relationships Between Self-concept, Self-efficacy, and Grade 4 Number Achievement Across Genders in Swedish Timss 2023

Paloniemi Lindström, Mari; Sterner, Helén

Abstract

The present study utilizes data from the Swedish TIMSS 2023 sample to investigate the relationships between Grade 4 students’ mathematics self-concept, self-efficacy, and achievement in the Number domain, as well as potential gender differences in these relationships. Structural equation modelling with latent mediation was applied. Boys outperformed girls on the Number achievement and reported higher levels of self-concept and self-efficacy. Results showed that mathematics self-concept, but not self-efficacy, was strongly and similarly associated with Number achievement for both genders. The results further indicate that gender differences in achievement were partially explained by differences in students’ self-concept. Mathematics self-concept is identified as a key factor associated with early Number achievement.

Keywords

self-conceptself-efficacygender differencesnumber senseachievement

Recommended citation

Paloniemi Lindström, M., & Sterner, H. (2026). Relationships Between Self-concept, Self-efficacy, and Grade 4 Number Achievement Across Genders in Swedish Timss 2023. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 1131–1138). Psychology of Mathematics Education (PME). ISSN 2790-3648.

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