Self-efficacy, test anxiety and mathematics performance in Uruguayan adolescents exposed to community violence

• Mels, Cindy ^[1] ; Cuevasanta, Diego ^[2] ; Ortuño, Victor ^[2]
  1. [1] Universidad Católica del Uruguay

     Universidad Católica del Uruguay

     Uruguay

     
  2. [2] Universidad de la República

     Universidad de la República

     Uruguay

     
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 21, Nº. 60, 2023 (Ejemplar dedicado a: 1 de septiembre de 2023), págs. 291-308
• Idioma: inglés
• Enlaces
  • Texto completo
• Resumen

  • Introduction.  Community violence exposure (CVE) during adolescence relates negatively with academic performance, yet little is known about the mechanisms that underlie this association. Research on self-regulated learning identifies self-efficacy and test anxiety as key for explaining academic performance, while the stress process model of children's exposure to violence provides a framework for understanding how these aspects of the learning process may be debilitated by CVE.

    Method.  This study aims to explore the mediating role of self-efficacy and test anxiety in the relation between CVE and academic performance. In a sample of 110 adolescents from low-income neighborhoods in Montevideo, Uruguay, structural equation modeling was used to test the hypothesis that adolescents with higher CVE have lower self-efficacy and higher test anxiety, which in turn compromises their mathematics achievement. We also hypothesize an indirect negative effect of CVE on self-efficacy through test anxiety.

    Results.  Our data confirm that CVE is associated with test anxiety and mathematics score, yet not self-efficacy. While both self-efficacy and test anxiety relate to mathematics score, our sample does not support an indirect effect of CVE on mathematics performance through these variables. Furthermore, analysis reveal a surprising positive – yet small – indirect effect of CVE on self-efficacy through test-anxiety.

    Discussion and Conclusion.  As self-efficacy – a malleable tool for promoting academic outcomes – appears not directly related to CVE in our sample, it holds important potential for enhancing academic achievement in youth exposed to community violence. Implications for psycho-educational interventions are set forth.