Abstract
Background: This study aimed at exploring the influence of mathematics self-beliefs on mathematics achievement. Methods: Data was obtained on a random sample of 400 undergraduate students (M=245 and F=155) from three Ethiopian public Universities by using self-reported questionnaire. The instrument, which was adapted from Butler (2016), consists of measures of self-beliefs, expectancy-value, and achievement goal-related motivation. In addition, a 25-item Mathematics Achievement Test (MAT) was developed and validated to measure mathematics achievement. The internal consistency reliability of the MAT was found to be high (alpha =0.84). Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were employed to assess systematic relationship between math self-beliefs and math achievement. Results: Results reveal that mathematics self-beliefs have a significant influence on mathematics achievement, whereas expectancy-value and achievement goal have no significant influence on mathematics achievement. Conclusions: Finally, the study outlines the implications for teaching and learning, and research.
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