The use of self-report questionnaires for self-efficacy, metacognitive awareness, and achievement motivation may not have fully captured how these constructs operate during actual mathematics learning

The gap

Consensus across the literature

Supporting evidence — 7 representative gaps

• Metacognition, Attitude Towards Mathematics and Academic Performance of Grade - 9 Students in a District of Nueva Vizcaya (2026) · doi

  The study relies exclusively on self-reported questionnaires for metacognition and attitude measurement within a single school year; future research should incorporate longitudinal data collection across multiple school years and employ objective performance indicators beyond student grades to capture the full extent of metacognitive strategy application in Grade 9 mathematics learning.

  Keywords: metacognition self-reported questionnaires Grade 9 mathematics longitudinal data academic performance
• Metacognition, Attitude Towards Mathematics and Academic Performance of Grade - 9 Students in a District of Nueva Vizcaya (2026) · doi

  Recommendations call for schools to incorporate metacognitive strategies such as planning, monitoring, and evaluating into mathematics instruction, but no studies cited operationalize these strategies into specific, measurable classroom practices for Grade 9 students; implementation fidelity research is needed to determine how teachers translate metacognitive strategy training into observable instructional behaviors.

  Keywords: metacognitive strategies planning monitoring evaluation Grade 9 mathematics classroom instruction implementation fidelity
• High School Math Teachers with a Personal Self-Efficacy Model: Grounded Theory Approach (2026) · doi

  The grounded theory approach to modeling high school math teachers' self-efficacy has not been longitudinally tracked from initial teacher education through professional practice; Bjerka & Xenofontos (2024) identified possible changes in teachers' self-efficacy across this trajectory, but the specific mechanisms and timing of these changes in the mathematical teaching context remain unexamined.

  Keywords: grounded theory self-efficacy longitudinal tracking teacher education professional practice mathematics
• High School Math Teachers with a Personal Self-Efficacy Model: Grounded Theory Approach (2026) · doi

  The grounded theory model presented does not account for how preservice teachers' pedagogical content knowledge in mathematics (Capraro et al., 2005) develops into personal self-efficacy models during their transition to high school teaching; the specific sources of self-efficacy during this induction period remain underspecified.

  Keywords: grounded theory pedagogical content knowledge preservice teachers induction self-efficacy sources
• Determinants of Students’ Mathematics Achievement: The Roles of Critical Thinking, Self-Efficacy, and Metacognitive Awareness Through Achievement Motivation (2026) · doi

  The use of self-report questionnaires for self-efficacy, metacognitive awareness, and achievement motivation may not have fully captured how these constructs operate during actual mathematics learning.

  Keywords: self report questionnaires efficacy metacognitive awareness achievement motivation fully captured constructs operate actual mathematics learning
• The mediating and moderating role of mathematical problem-solving skills in the relationship between primary school students number sense and mathematics self-efficacy (2026) · doi

  Future research using longitudinal designs and alternative conditional models may provide further insight into the moderating and mediating relationships between number sense, problem-solving skills, and mathematics self-efficacy.

  Keywords: future using longitudinal designs alternative conditional models provide further insight moderating mediating relationships number sense
• The mediating and moderating role of mathematical problem-solving skills in the relationship between primary school students number sense and mathematics self-efficacy (2026) · doi

  Because the present study is constrained to quantitative data, the relationship between number sense, mathematics self-efficacy, and problem-solving skills can be corroborated by acquiring qualitative data in a subsequent study.

  Keywords: present constrained quantitative relationship number sense mathematics self efficacy problem solving skills corroborated acquiring qualitative