There is evidence that self-efficacy and task-motivation in mathematics play a crucial role in regulating mathematical performance. The purpose of this Master’s thesis was to find out how mathematics related self-efficacy and task-motivation develop from 1st to 2nd grade, and are there any differences between gender, parent’s education level groups or mathematical fluency level groups. Furthermore, it was studied how mathematics related self-efficacy and task-motivation are associated with mathematical fluency in 1st grade spring and 2nd grade spring.

The data was collected in the University of Jyväskylä, in the Flare-study (2016-2018). The data was analyzed in repeated measures ANOVA and hierarchical regression analysis. The results showed that mathematics related self-efficacy increased among all groups, whereas task-motivation remain static. However, there were differences in mathematics related self-efficacy of boys and girls and between different fluency levels groups in task-motivation and self-efficacy as early as in 1st grade. Results also showed that gender, self-efficacy, and task-motivation explain together over 30% of the mathematical performance on the 1st grade. However, motivation and self-efficacy have different effects to mathematical fluency with boys and girls.

The general high level of self-efficacy and task-motivation, as well as the growing trend of self-efficacy, are important things to consider when teaching in the 1st and 2nd grade, when the impact of these two factors to academic achievements is known to be high and gender differences are found.