Exploring the Relationship Between Fourth and Eighth Graders' Self‐Efficacy and Mathematical Problem Posing From the Threshold Perspective: The Moderating Roles of Grit

ABSTRACT This study explores the task‐specific self‐efficacy of 1815 Chinese fourth graders and 1767 eighth graders as well as its relationship to their problem‐posing performance and the moderating effect of grit on this relationship. the linear regression model, generalised additive model (GAM) and continuous threshold regression model (CTRM) were used. The findings indicate that the relationship between self‐efficacy and mathematical problem posing is nonlinear on most occasions for both fourth and eighth graders. In addition, the study identified a best‐fit interval (BFI) and a self‐efficacy trap interval (STI) to aid in evaluating the predictive power of self‐efficacy on problem posing. Furthermore, the positive moderating effect of grit only works after the threshold, when the initial relationship between self‐efficacy and problem posing is negative. The findings of this study contribute to an advanced understanding of the characteristics of problem posing from a noncognitive perspective.