The use of self-report questionnaires for self-efficacy
Research gap analysis derived from 4 education papers in our local library.
The gap
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.
Evidence profile
Sourced from the limitations and future work and open questions of the source papers, classified as methodology gap, spanning 4 journals.
Research trend
Established — well-defined area with open sub-problems.
Supporting evidence — 7 representative gaps
- Metacognition, Attitude Towards Mathematics and Academic Performance of Grade - 9 Students in a District of Nueva Vizcaya (2026) · International Journal of Sustainability and Advanced Integrated Research · 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.
methodology gaplimitationsevidence 5/5Keywords: 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) · International Journal of Sustainability and Advanced Integrated Research · 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.
methodology gapfuture workevidence 5/5Keywords: 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) · Journal of Education Learning and Management · 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.
methodology gapopen questionsevidence 5/5Keywords: 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) · Journal of Education Learning and Management · 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.
methodology gaplimitationsevidence 5/5Keywords: 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) · Kognitif: Jurnal Riset HOTS Pendidikan Matematika · 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.
methodology gaplimitationsevidence 4/5Keywords: 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) · Journal of Pedagogical Research · 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.
methodology gapfuture workevidence 4/5Keywords: 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) · Journal of Pedagogical Research · 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.
methodology gapfuture workevidence 4/5Keywords: present constrained quantitative relationship number sense mathematics self efficacy problem solving skills corroborated acquiring qualitative
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