Mathematics Self-efficacy Research Articles

Fostering Inclusivity: A Critical Emancipatory Approach to Dyscalculia in Primary School Mathematics

This research endeavoured to revolutionise primary school mathematics education by implementing an active learning approach tailored to addressing dyscalculia. The study used a critical emancipatory framework as the theoretical foundation, and participatory action research as the chosen methodology. The researcher employed purposive sampling to select two mathematics teachers, one school-based teacher, a district education psychologist, two learners displaying dyscalculia symptoms, and two parents. The research collaboratively engaged participants to identify challenges, crafting interventions, and reflecting on outcomes through the lens of the critical emancipatory framework and participatory action research,. The researcher assessed the effectiveness of the active learning strategy to enhance students’ mathematical abilities, self-efficacy, and attitudes toward mathematics. Critical discourse analysis shed light on the potential of active learning strategies to improve mathematical learning outcomes and create a supportive learning atmosphere. The results indicated that the implemented active learning strategy offers effective pedagogical practices for learners with dyscalculia by influencing positive changes in their attitude towards mathematics and the learning environment. The participating teachers gained insights into understanding the behaviour of learners with dyscalculia and the role of active learning in intervention strategies. The study’s findings can guide educators, policymakers, and researcher in developing inclusive mathematics instruction for diverse learners in primary school classrooms.

Development and validation of the mathematics self-efficacy scale for university students

Background: Academic underperformance in mathematics is widespread across all educational levels. To comprehend its causes, it is crucial to analyze various factors that impact academic advancement in mathematics through their interplay. The present study aimed to develop and validate a mathematics self-efficacy scale for university students. Methods: The research method was correlational and of instrument development type. The statistical population included all undergraduate students of Islamic Azad Universities in Tehran in 2021, of which 300 were selected as a sample using a multi-stage cluster random sampling method. In the process of scale construction, a set of items was initially selected based on a review of the research literature in the field of mathematics self-efficacy and the identification of valid tests in this area. Then, a preliminary version of the questionnaire was administered to a sample of 300 students. Factor analysis, Cronbach’s alpha coefficient, and Pearson correlation coefficient were used to analyze the data. Results: Based on the results of the exploratory factor analysis, the mathematics self-efficacy scale consisted of four components: mathematical achievement and success, general mathematical self-efficacy, mathematical anxiety, and mathematical stress. Cronbach’s alpha for the four components were 0.97, 0.95, 0.95, and 0.93, respectively. The results of the convergent validity evaluation showed that all four components of the mathematics self-efficacy scale were positively correlated with the intrinsic and extrinsic motivation components of the Academic Motivation Scale and negatively correlated with academic motivation. Conclusion: The components of the mathematics self-efficacy scale had acceptable internal consistency and convergent validity. Therefore, it can be concluded that the designed scale can be used as a valid tool to measure the level of mathematics self-efficacy in university students.

Fostering Self-efficacy: Understanding South African Grade 9 Students’ Confidence in their Mathematics Abilities

In poor-performing, resource-constrained education systems, such as South Africa, solutions to improve academic achievement have tended to focus on resources and cognitive factors. An area that requires more attention is the importance of non-cognitive, psychosocial factors and their relationship with academic performance. These factors are strongly associated with behaviour, playing a role in either facilitating or impeding the learning process. Understanding attitudes is therefore critical in interpreting achievement results with a view to improving them. This article used data from the 2019 Trends in International Mathematics and Science Study administered to 20,829 South African students in Grade 9 to investigate the confidence these students have in their mathematics ability (their self-efficacy) and the relationship with achievement. Linear regression analysis was employed to determine: (1) the relationship between Grade 9 students’ self-efficacy and mathematics achievement in South Africa; and (2) the contextual factors that were associated with the mathematics self-efficacy of the students. The results indicate a positive correlation between students’ self-efficacy and their performance in mathematics. In addition, good teaching practices and parental involvement in school activities were associated with higher levels of students’ mathematics self-efficacy. Being female was associated with lower levels of self-efficacy. These findings have important implications for shaping educational policy and practice in the resource constrained context of South Africa, to enhance students’ self-efficacy and performance in mathematics.

The importance of mathematics self-concept and self-efficacy for mathematics achievement: A comparison between public and independent schools in Sweden

This study investigates the relationships between students’ self-concept, self-efficacy, and achievement in mathematics, considering contextual factors such as socioeconomic status, gender, and immigration background, by using Swedish data from PISA 2003 and 2012. Additionally, these relationships between the two types of schools in Sweden are compared. In Sweden, the school system generally includes municipally-run schools (public) and independent schools (also funded by the state but run privately). Findings indicate a positive correlation between robust mathematics self-concept and self-efficacy and enhanced mathematics performance. Notably, students with better socioeconomic status exhibit heightened levels of mathematical self-concept and self-efficacy, corresponding to superior mathematics outcomes. Gender nuances reveal that, despite superior mathematical performance, girls report less positive self-concept and self-efficacy in mathematics than boys. Surprisingly, mathematics self-concept tends to have a closer association with achievement in independent schools than in public schools, while mathematics self-efficacy influences achievement more in public schools than in independent schools. Besides, independent school students’ mathematics achievement is more associated with socioeconomic status and gender compared to their public-school peers. Immigration background seems to play a more important role in predicting mathematics achievement in public schools than in independent schools.

Exploring career interest and STEM self-efficacy: implications for promoting gender equity.

This study explores the relationship between career interests and self-efficacy in Science, Technology, Engineering, and Mathematics (STEM) among young girls in Riyadh, Saudi Arabia. Employing a quantitative research design with a correlational approach, we utilize the S-STEM survey to measure changes in students' STEM subject efficacy and their interest in STEM careers. Our sample comprises 671 middle and high school female students from 49 schools, representing a diverse cross-section of the population. The findings indicate that female students exhibit high levels of STEM self-efficacy and have a strong preference for medicine as a career choice. While the overall interest in STEM careers among students is moderate, there are notable variations in interest across different STEM fields. Importantly, a positive and significant correlation was observed between female students' interest in STEM careers and their self-efficacy in STEM. This research holds important implications for the promotion of STEM education and careers among female students. By recognizing the unique context of Saudi Arabia and the perspectives of young girls in Riyadh, this study offers a fresh perspective on the factors influencing STEM career aspirations and highlights the importance of fostering self-efficacy beliefs among female students.

Empirical Study on Attitude towards Making Decision to Select Mathematics for First-Degree Program

Recently debatable arguments have existed regarding the perceived lack of numerical skills among the graduates from the Humanities and Social Sciences. In response to this concern, the Faculty of Humanities and Social Sciences, Faculties of Art in national universities in Sri Lanka have taken measures to more opportunities to undergraduates to bolster their numerical proficiency. This is achieved through the incorporation of mathematics course units for their degree programs along with the main subject streams. The study focuses on factors that affect the undergraduates’ attitudes towards making the decision to select the subject mathematics for their first-degree program. A sample survey was carried out using structured questionnaire and stratified random sampling technique was utilized to select a sample size of 352 from the undergraduates belongs to Faculty of Humanities and Social Sciences in University of Sri Jayewardenepura. The binary logistic regression model is utilized, and the study revealed that self efficacy, mathematical anxiety, and interest in mathematics are significantly affected students’ attitudes on counting mathematics course units for their degree program. The student who has self-efficacy is 1.03 times more likely to select mathematics course unit at the first academic year than other students. A unit increase of mathematics anxiety with all other factors remaining constant, the odds of a student selecting the mathematics course decreased by 11.2%. When one-unit increases in the interest in mathematics of students the odds of selecting mathematics course unit is 1.06 times more likely to than other peers. These insights suggest that educational institutes, particularly those in the humanities and social sciences, should prioritize enhancing students ‘numerical skills. This can be achieved by providing valuable consideration aimed at refining their curriculum and support mechanism, increasing awareness programmes about the importance of studying mathematics course units within their degree programmes and conducting programmes to reduce mathematics anxiety while fostering an increased interest in mathematics.

The Effects of Cooperative Learning on Creative Writing and Self-Efficacy in Portuguese and Mathematics

Cooperative learning is a pedagogical practice widely endorsed in the literature to enhance students’ creative writing skills. This methodology promotes the development of originality, fosters openness to new ideas, provides opportunities for interaction and tossing ideas around, and subsequently contributes to boosting creative textual production. This study aims to assess the impact of incorporating cooperative learning strategies on developing creative writing skills and enhancing self-efficacy among 6th-grade students. Additionally, this study reflects on using cooperative learning methods in the classroom setting, namely the roundtable and the cooperative graffiti. The participants were 34 students from two classes of the 6th grade of the 2nd cycle of basic school: an experimental group, where cooperative learning applies, and a control group, conducted using a traditional lecture. The study used a quasi-experimental design, incorporating pre-test and post-test. The non-parametric Wilcoxon signed-rank test was used to assess within-group changes in pre-test and post-test scores for both the experimental and control groups. The findings from both classes suggest that cooperative learning is more effective than a traditional lecture in building creative writing skills and self-efficacy in Portuguese (first language) and maths.

Mathematics Self-Efficacy and Study Habit as Predictors of Achievement of Senior Secondary School Students

This study therefore looked at Mathematics Self-Efficacy and Study Habit as Predictors of Academic Achievement of Senior Secondary School Students in Ijebu Ode Local Government Area, Ogun State, Nigeria. Three hypotheses that were examined at the 0.05 significance level served as the study's compass. Descriptive survey was used, 500 students sampled from 10 senior secondary schools in Ijebu ode using simple random sampling techniques. mathematical achievement test, study habit scale, and self-efficacy scale constitute the instruments, validated and demonstrates reliability coefficients of 0.78, 0.81 and 0.86. The results shows that self-efficacy and study habit will accurately forecast students' academic success in mathematics (F =38.328, p < 0.05 & F =35.011, p < 0.05) and jointly predict students' proficiency in mathematics (F = 49.136, p < 0.05). The conclusion derived is that both Study habits and self-efficacy are significant predictors of academic achievement of senior secondary school students in mathematics.

Motivation and Behavioral Engagement: The Mediating Role of Mathematics Self-Efficacy in Primary Education

The primary objective of this study is to explore the interrelation between motivation, self-efficacy, and behavioral engagement in primary school mathematics learning. This study also examines the mediating role of self-efficacy in the relationship between motivation and behavioral engagement. The research involved 660 fifth and sixth grade students in four schools in Surabaya, Indonesia. The data collected was analyzed using structural equation modeling. The study revealed that motivation is key to enhancing students’ self-efficacy and behavioral engagement during mathematics learning. Additionally, self-efficacy was found to be linked with students’ behavioral engagement. Furthermore, self-efficacy was identified as a mediator in the relationship between motivation toward mathematics and behavioral engagement during mathematics learning. The study provides valuable insights into these variables in the Indonesian context, particularly in elementary schools for mathematics learning. The research also discusses the implications of the study for teaching practices.

Applying Machine Learning and SHAP Method to Identify Key Influences on Middle-School Students' Mathematics Literacy Performance.

The PISA 2022 literacy assessment highlights a significant decline in math performance among most OECD countries, with the magnitude of this decline being approximately three times that of the previous round. Remarkably, Hong Kong, Macao, Taipei, Singapore, Japan, and Korea ranked in the top six among all participating countries or economies, with Taipei, Singapore, Japan, and Korea also demonstrating improved performance. Given the widespread concern about the factors influencing secondary-school students' mathematical literacy, this paper adopts machine learning and the SHapley Additive exPlanations (SHAP) method to analyze 34,968 samples and 151 features from six East Asian education systems within the PISA 2022 dataset, aiming to pinpoint the crucial factors that affect middle-school students' mathematical literacy. First, the XGBoost model has the highest prediction accuracy for math literacy performance. Second, 15 variables were identified as significant predictors of mathematical literacy across the student population, particularly variables such as mathematics self-efficacy (MATHEFF) and expected occupational status (BSMJ). Third, mathematics self-efficacy was determined to be the most influential factor. Fourth, the factors influencing mathematical literacy vary among individual students, including the key influencing factors, the direction (positive or negative) of their impact, and the extent of this influence. Finally, based on our findings, four recommendations are proffered to enhance the mathematical literacy performance of secondary-school students.

"It's Different for Girls!" The Role of Anxiety, Physiological Arousal, and Subject Preferences in Primary School Children's Math and Mental Rotation Performance.

(1) Background: This study examines the role of subjective anxiety (mathematics and spatial anxiety), along with physiological responses, in mathematics or math and mental rotation performance in 131 German primary school students (65 girls, 66 boys; Mean age = 8.73 years). (2) Method: Students' preference for math vs. German and their subjective anxiety were assessed using standardized questionnaires. Emotional reactivity was measured using the Galvanic Skin Response (GSR). Math performance was evaluated via percentage scored and completion times on number line estimation, word problems, and missing terms tasks. Spatial skills were assessed using a novel mental rotation task (nMRT) incorporating gender-congruent and -neutral stimuli. (3) Results: Girls outperformed boys on percentage scored on the math task but took longer to complete this. No gender differences were found in performance on the nMRT. Girls demonstrated higher math anxiety and were less likely to prefer math over German. Math anxiety predicted math scores and accuracy on the nMRT while gender predicted math performance and mental rotation response time. Subject preference was associated with longer completion times and emotional reactivity with longer response times. Girls' preference for math and lower emotional reactivity was linked to shorter completion times, while lower math anxiety predicted higher scores. In contrast, these factors did not affect boys' math performance. Additionally, subjective anxiety, emotional reactivity, or subject preference did not impact spatial performance for either gender. (4) Conclusions: Supporting mathematical self-efficacy and emotional regulation, especially in girls, is crucial for enhancing STEM outcomes in primary education. Gender-fair assessment in mental rotation reveals equitable spatial performance and reduces the impact of anxiety.

The Effect of Problem Posing Attitude on Problem Solving Attitude: The Mediating Role of Mathematical Self-Efficacy

In this study, the relationships between middle school students' problem posing attitudes, self-efficacy perceptions and problem-solving attitudes in mathematics were examined. This study investigated the mediating roles of mathematical self-efficacy on the effects of problem posing attitudes on problem-solving attitudes. A structural equation modelling was used to examine the mediating roles of mathematical self-efficacy perceptions in the effects of the problem posing attitudes on mathematical problem-solving attitudes. This study was carried out on 493 (251 girls, 242 boys) students studying in a secondary school affiliated to the Ministry of National Education in **** province in Türkiye in the fall term of the 2023-2024 academic year. Data were collected via online questionnaire form. The findings indicated that a) students’ problem posing attitudes had a direct and positive effect on students’ mathematical problem-solving attitudes; b) students’ problem posing attitudes had a direct and positive effect on students’ mathematical self-efficacy perceptions c) students’ mathematical self-efficacy perceptions had a direct and positive effect on students’ mathematical problem-solving attitudes; In addition, mathematical self-efficacy perceptions play a partial mediating role in the relationship between students' problem-posing attitudes and mathematical problem-solving attitudes.

The relationship between students' computational estimation skills and mathematical self-efficiency

The factors related to estimating skills are twofold: cognitive and affective perspectives. Perception of self-efficacy in mathematics, one of the affective factors, is essential for the individual's capacity, abilities, and self-belief in mathematics for the mathematics course. The present study examined the relationship between students' computational estimation skills and mathematical self-efficacy perceptions. For this purpose, two sets of instruments were used as data collection tools: a computational estimation skills task and a mathematical self-efficacy perceptions scale. A correlational design was used in this study, and a total of 83 eighth-grade students participated in the research. As a result, it was concluded that there was a moderately positive and statistically significant relationship between computational estimation skills and mathematical self-efficacy perceptions. Students experience more stress when making estimations compared to mathematical computations whose results are specific. In addition, students mostly need to correct their estimations in questions related to computations with fractions, and they mostly use the rounding strategy when making estimations. These results are further discussed in relation to the perspective of supporting children’s abilities for estimations at the primary school.

Mediating effect of mathematics cognitive domain in the relationship between ‎mathematics self-efficacy and mathematics achievement

Mediating effect of mathematics cognitive domain in the relationship between ‎mathematics self-efficacy and mathematics achievement

Role of mathematics motivation in the relationship between mathematics self-efficacy and achievement

Role of mathematics motivation in the relationship between mathematics self-efficacy and achievement

The Effect of a Cross-Curricular Course on Pre-Service Teachers’ Sustainable Development Attitudes and Mathematical Modeling Self-Efficacy Beliefs

The Effect of a Cross-Curricular Course on Pre-Service Teachers’ Sustainable Development Attitudes and Mathematical Modeling Self-Efficacy Beliefs

Self-Efficacy and Mathematics Learning Experience Using 5Es Model among Pre-service Teachers

This study employs a descriptive-correlational design, using both qualitative and quantitative approaches, to investigate the self-efficacy levels of pre-service mathematics teachers in relation to their exposure to the 5Es instructional phases. Data was gathered from 106 pre-service mathematics teachers at Batangas State University Campuses during the academic year 2020-2021 using a researcher-made questionnaire and focus group discussions. Mean, Standard deviation, Pearson r, and Thematic Analysis were used to analyze the data. The results reveal a strong correlation between pre-service teachers' self-efficacy in mathematics and their exposure to the 5Es instructional phases. Additionally, it suggests the potential effectiveness of a researcher-made mathematics learning guide in enhancing students' self-efficacy in mathematics. This research underscores the importance of diverse learning strategies for mastering mathematical concepts, encourages instructors to innovate and adapt their instructional practices based on the 5Es model to enhance students' self-efficacy in mathematics, and calls for future research to explore additional factors that influence students' self-efficacy when exposed to 5Es instructional phases.

Pengaruh Efikasi Diri dan Disposisi Matematis Terhadap Kemampuan Penalaran Matematis Peserta Didik Sekolah Dasar

Mathematical reasoning aims to stimulate students to think, solve problems, and communicate information effectively. To achieve good mathematical reasoning, students need mathematical self-efficacy and disposition. So in this research, the approach used is quantitative to determine the relationship between students' self-efficacy, mathematical disposition, and mathematical reasoning abilities. The instruments used were a mathematics disposition questionnaire, self-efficacy questionnaire, mathematical reasoning ability, and learning outcomes tests. The independent variables are self-efficacy and mathematical disposition, while the dependent variable is mathematical reasoning ability. The research sample was selected using a simple random sampling technique so that all elements of the population had the same opportunity to be selected. The research respondents were students from class VI A and VI B at Tetehosi State Elementary School with a total of 62 people. And the research results show that self-efficacy and mathematical disposition have a significant influence on the mathematical reasoning abilities of students in elementary schools, and there is a significant influence between self-efficacy and mathematical disposition simultaneously on the mathematical reasoning abilities of students in elementary schools.

Enhancing Numeracy Skills and Self-Efficacy in Junior High School Students: A Project-Based Learning Approach

Numeracy skills are integral to the National Assessment, serving as a benchmark for gauging learning success. In addition to cognitive aspects, the affective aspect crucial in learning is self-efficacy. However, according to PISA 2018 data, the average score for numeracy skills of Indonesian students ranks in the bottom 6. The existing condition of students does not reflect optimal self-efficacy. This reality stems from the lack of meaningful application of the learning model. Consequently, there is a need for a student-centered learning approach, such as the project-based learning (PjBL) model. This study aimed to assess the enhancement of students' numeracy skills and mathematical self-efficacy when taught using the PjBL model. Employing an experimental design with a pretest-posttest control group, the research sample comprises two groups: experimental (PjBL) and control (conventional), each consisting of 50 students. Data collection involved tests and questionnaires, with the numeracy test and self-efficacy questionnaire serving as research instruments. The ANOVA test was applied for data analysis. The results indicate that 1) students' numeracy skills, when exposed to the PjBL model, surpass those of students undergoing conventional learning; 2) students' self-efficacy, influenced by the PjBL model, is superior to that of students engaged in conventional learning.

Students' Proportional Reasoning in Solving PISA Problems on Quantity Content: An Analysis from the Perspective of Mathematical Self-Efficacy

One of the abilities that students need to develop is proportional thinking. Mathematical problems and real-world situations involving the connection between numbers and comparisons need students to use their reasoning skills to reach conclusions. The purpose of this study is to characterize, in terms of self-efficacy, students' proportional reasoning skills when addressing quantity content PISA questions. The self-efficacy questionnaire, PISA questions on quantitative content, interview instructions, and documentation are among the instruments used in this descriptive qualitative study. The study's findings demonstrate that students with low self-efficacy struggle to meet proportional reasoning requirements, contemplate difficulties, and give up quickly out of fear of failing, Pupils rely on guesswork to solve issues instead than attempting to come up with novel solutions. Students with moderate self-efficacy can identify proportional quantities in problems and understand them, but they are not yet able to convert quantities into other forms. They can also use the appropriate strategy but are still hesitant and make mistakes when calculating. Students with moderate self-efficacy are eager to work on problems, but they give up easily when faced with challenging ones. However, despite their continued self-doubt, students continue to look for answers. Despite their restricted talents, students who possess strong self-efficacy are able to meet proportional reasoning markers. Students who have high self efficacy tend to have motivation, high enthusiasm and have confidence in their abilities, students will try to find new ideas to solve problems.