Beyond the numbers: How self-efficacy and attitudes shape high school students’ mathematical achievement

Abstract

Students' interest and participation in learning mathematics are low in many countries, including Pakistan, raising concern about students' academic achievement and long-term participation in STEM fields. Previous research suggests that motivational and competency-related beliefs play a critical role in mathematics learning. However, there is limited evidence examining the joint role of attitude and self-efficacy beliefs in achievement, especially in developing countries like Pakistan. The study examines the impact of various dimensions of attitudes toward mathematics and self-efficacy in predicting secondary school students' mathematics achievements. Using a cross-sectional survey design, data was collected from 303 Pakistani high school students by administering attitudes toward mathematics and mathematics self-efficacy scales. Students' grade 9 examination scores were taken as indicators of achievement. Hierarchical multiple regression showed that self-confidence, value, problem self-efficacy, and task self-efficacy were significant predictors of achievement. Parallel mediation analysis revealed that problem self-efficacy (self-efficacy about solving mathematical problems) positively mediated the effect of self-confidence and value of mathematics on achievement. Whereas task self-efficacy (self-efficacy about applying mathematical skills in daily life) negatively mediated the effect of self-confidence and value of mathematics on achievement, indicating a potential dissonance between applied mathematics confidence and academic performance. The findings suggest that students' general confidence and their perceived value of mathematics affect achievement indirectly through their specific beliefs in solving mathematical problems. Group comparisons showed that male students reported higher task self-efficacy than female students, while parental educational background was associated with significant differences in students' achievements in mathematics. The implications of the current study for improving mathematics achievements and suggestions for future research are discussed. The role of attitude and self-efficacy in performance may inspire curriculum developers and school administrators to adopt policies and interventions to increase students' self-efficacy and enthusiasm in mathematics.