Abstract
AbstractThis study examined the relationships between factors contributing to high school students’ mathematics achievement. Three hundred fourteen high school students participated in the study. We collected the data through the “Self‐Efficacy Scale for Mathematics Literacy,” “Bidimensional Mathematics Anxiety Scale,” “Mathematics Self‐Efficacy Scale,” “Attitudes Towards Mathematics Scale Short Form,” and mathematics exams. For this purpose, we proposed a theoretical model and tested the assumptions based on the model with path analysis. The results showed a positive and significant relationship between mathematical literacy self‐efficacy with mathematics self‐efficacy perception and attitudes towards mathematics. In addition, mathematics self‐efficacy perception had a positive and significant relationship with attitudes towards mathematics and a negative and significant relationship with mathematics anxiety. Also, attitudes towards mathematics had a positive and significant relationship with mathematics achievement, and mathematics anxiety had a negative and significant relationship with mathematics achievement. For every individual to use mathematics to meet basic life skills, all stakeholders of education, especially teachers, need to understand its importance, resources and how they can empower individuals in this aim. The relationships revealed in this study will serve the development of this understanding.
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