Abstract
ABSTRACT Students’ performance in mathematics learning is closely associated with their engagement. Then, how can students’ engagement in mathematics learning be promoted? Social cognitive theory argues that those who engage emotionally and behaviourally hold strong beliefs about their ability. This study investigated the role of beliefs about mathematics learning and utility value in emotional and behavioural engagement through the mediating role of self-efficacy. This study revealed that beliefs about mathematics learning and utility value directly predicted emotional and behavioural engagement in mathematics learning. Self-efficacy positively mediated the relationship between beliefs about mathematics learning and students’ engagement.
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