The purpose of this study is to evaluate the role of self-efficacy to mediate the relations among 6th and 7th grade students’ literacy and numeracy expectations and their Reading and Mathematics performance and determine any differences by gender. Participants were 793 middle school students from 44 classrooms in 26 American schools. Multilevel mediational analysis revealed that self-efficacy partly mediated students’ numeracy expectations and their Mathematics performance; this effect is consistent within but not between classrooms. No mediational effect for literacy expectations and Reading performance was observed. These effects did not differ between males and females. Implications for teacher preparation and development are discussed.

这项研究的目的是评估自我效能在调解6年级和7年级学生识字和计算期望与他们的阅读和数学成绩之间的关系方面的作用，并确定性别之间的差异。参加者是来自26所美国学校44个教室的793名中学生。多层次的中介分析显示，自我效能感部分地介导了学生的数学期望和他们的数学表现；这种效果在教室内是一致的，但教室之间却不一样。没有观察到识字期望和阅读表现的中介作用。这些影响在男性和女性之间没有差异。讨论了对教师准备和发展的影响。