| Summary: | Wenhua Yu,1,* Shuodi Zhou,1,* Yu Zhou2 1School of Mathematics and Statistics, Shandong Normal University, Jinan, Shandong, 250014, People’s Republic of China; 2Department of Mathematics, London School of Economics and Political Science, London, WC2A 2AE, UK*These authors contributed equally to this workCorrespondence: Shuodi Zhou, School of Mathematics and Statistics, Shandong Normal University, Jinan, Shandong, People’s Republic of China, Email shuodzhou123@163.comPurpose: Research has demonstrated a strong correlation between mathematics self-efficacy and math performance. Middle school children are increasingly receiving solution-focused brief therapy (SFBT), which is a type of psychotherapy. The study intends to use SFBT intervention to improve mathematics self-efficacy of students and to determine whether SFBT intervention was effective. To examine whether Rasch model can be used to evaluate students’ mathematics self-efficacy.Methods: This study intends to use Radar chart, Rasch model, Line chart to measure the variations of mathematics self-efficacy of three 8th graders (n=3) during SFBT intervention.Results: Radar chart and Rasch model demonstrated a general increment in the mathematics self-efficacy of two pupils, while another one decreased. Additionally, three students showed a decline in their mathematics self-efficacy on particular mathematical problems using a line chart.Conclusion: Overall, students with varied degrees of self-efficacy in math benefited from SFBT interventions, which partially supports the usefulness of SFBT as a tool for assessing students’ mathematics self-efficacy. It supported that Rasch model can reflected the changes in students’ mathematics self-efficacy. This study provides guidance for measuring the improvement of students’ academic self-efficacy through SFBT intervention using Rasch model.Keywords: mathematics self-efficacy, solution-focused brief therapy intervention, radar chart, wright map
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