Abstract
In school settings, sources of self-efficacy have the potential to directly and indirectly influence performance. The problem of this study is the direct relationship between sources of self-efficacy and achievement. In connection with this problem, the impact of sources of mathematics self-efficacy on high school senior students’ mathematics test and course achievement was investigated. The study consisted of 257 12th-grade high school students. The findings of the study showed that mathematics course and test performance increased, whereas the scores for mastery experience, social persuasions, vicarious experience, and physiological state increased, too. According to the results of the regression analysis on mathematics course achievement, the mastery experience significantly predicted mathematics course performance. It also explained 56% of the total variance in mathematics achievement. On the contrary, mastery experience, social persuasions, and physiological state significantly predicted mathematics test achievement, as well as explained 27% of the total variance in mathematics test achievement. In conclusion, sources of mathematics self-efficacy have effects on both mathematics test and course achievement.
Highlights
Exams are one of the measurement and evaluation techniques used to determine the extent to which educational and teaching objectives have been achieved
This study addressed the following questions: Research Question 1 (RQ1): What is the relationship between sources of mathematics self-efficacy and mathematics course achievement? Research Question 2 (RQ2): What is the relationship between sources of mathematics self-efficacy and mathematics test achievement? Research Question 3 (RQ3): What are the differences when comparing the relationship between sources of mathematic self-efficacy with mathematics test achievement and mathematics course achievement?
This study investigated whether the sources of mathematics self-efficacy—mastery experience, vicarious experience, social persuasions, and physiological state—significantly predict mathematics course achievement and mathematics test achievement
Summary
Exams are one of the measurement and evaluation techniques used to determine the extent to which educational and teaching objectives have been achieved. Self-efficacy is an individual’s judgment about his or her ability to perform the given tasks (Bandura, 1995, 1997; Schunk, 1991) It determines how much effort individuals put into an activity, how long they will endure when they face obstacles, and how durable they will be in negative situations; it affects individuals’ thinking patterns and emotional responses (Phan, 2012). When their efforts do not achieve the expected results, their belief in their ability to perform related tasks decreases (Usher & Pajares, 2008)
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