Mathematics achievement based on student self-efficacy, parental support, ability grouping and school status on PISA 2018 in Indonesia

Abstract

Self-efficacy is an individual's belief in the ability that a student should have. The student's self-efficacy can affect mathematics achievement. This study aims to examine relationship of self-efficacy, parental support, ability grouping, and school status on mathematics achievement in Indonesia using PISA 2018 data. A sample used in this study with completed responses for all variables of interest was 9,239 students and 323 schools. The multilevel analyses results showed that the self-efficacy, parental support, and school status were statistically significant influencing the mathematics achievement. On the other hand, ability grouping was not a significant predictor of mathematics achievement. As the self-efficacy, parental support increased, so did the mathematics achievement. In addition, public schools had higher mathematics achievement than private schools.