The relationship between domain- and task-specific self-efficacy and mathematical problem posing: a large-scale study of eighth-grade students in China

This study explored 1634 Chinese eighth-grade students’ domain- and task-specific self-efficacy and its relationship to their problem-posing performance. In particular, the linear regression model, generalized additive model (GAM), and piecewise regression model (PRM) were used to detail the linear and non-linear relationships between these variables. The findings indicate that most (92.5%) of the students could pose mathematical problems in all...