Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 15 no. 9 (2023)

Influence of Academic and Emotional Self-Efficacy on Students Mathematics Motivation in the New Normal Learning

Mary Joy Nazareth-Tanaid | Mervin Amba Osic

Discipline: Education

 

Abstract:

This study focuses on the influence of academic and emotional self-efficacy on students' motivation to learn mathematics in the new normal. The main objective of the study is to determine if Academic SelfEfficacy and Emotional Self-Efficacy significantly influence Student Mathematics Motivation. It also seeks to describe the level of Academic Self-Efficacy, Emotional Self-Efficacy, and Student Mathematics Motivation in terms of their specific indicators and determine the relationship between Academic and Emotional Self-Efficacy and Student Mathematics Motivation. The study was conducted in selected high schools of Governor Generoso, North District, Division of Davao Oriental, with 348 student respondents selected through random sampling. Data was gathered through a descriptive questionnaire survey and analyzed using mean, Pearson-r, and multiple regression analysis. Academic Self-Efficacy, Emotional Self-Efficacy, and Student Mathematics Motivation has descriptive equivalent level of high, which means they are often manifested, oftentimes manifested, and most of the time manifested, respectively. The variables indicators have a significant relationship and has positive correlation. This indicates when the level of academic and emotional self-efficacy of the students is high, their achievement motivation can also be expected to be high and vice versa. In addition, all indicators of academic and emotional self-efficacy significantly influence student mathematics motivation, except identifying and understanding emotions one indicator of emotional self- efficacy. Thus, when there is increase in the levels of academic selfefficacy and emotional self-efficacy, the level of mathematics motivation of the students will also increase. Hence, parents and teachers should do their best to make learning fun and memorable for students. Teachers may use varied real-life situation activities that will help learners discover their full potential and make them love Mathematics subject more. DEPeD may provide teachers opportunities to develop their personal and professional skills to maintain students’ self-efficacy in terms of their academics and emotions, as these significantly influence their motivation to achieve better in their mathematics subject.



References:

  1. Abdel-Hadi, S. A. (2017). Emotional Self-Efficacy among a Sample of Faculty Membersand Its Relation to Gender (Male/Female), Experience, Qualification, andSpecialization. International Education Studies, 10(1), 211-224.
  2. Alessandri, G., Vecchione, M., & Caprara, G. V. (2015). Assessment of regulatoryemotional self-efficacy beliefs: A review of the status of the art and somesuggestions to move the field forward. Journal of PsychoeducationalAssessment, 33(1), 24-32.
  3. Amerstorfer, C. M., & Freiin von Münster-Kistner, C. (2021). Studentperceptions of academic engagement and student-teacher relationships in problem-based learning. Frontiers in psychology, 12, 4978.
  4. Bal-Taştan, S., Davoudi, S. M. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A.,Boiarchuk, A. V., & Pavlushin, A. A. (2018). The impacts of teacher’s efficacyand motivation on student’s academic achievement in science education amonsecondary and high school students. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2353-2366.
  5. Bhatt, S., & Bahadur, A. (2018). Role of self-esteem & self-efficacy in achievemenmotivation among college student. The International Journal of IndianPsychology. 6 (2), 5-13.
  6. Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender developmentanddifferentiation. Psychological review, 106(4), 676.
  7. Cassidy, S. (2015). Resilience building in students: the role of academic self-efficacy. Frontiers in psychology, 6, 1781.
  8. Damrongpanit, S. (2019). From Modern Teaching to Mathematics Achievement: ThMediating Role of Mathematics Attitude, Achievement Motivation, and Self-Efficacy. European Journal of Educational Research, 8(3), 713-727.
  9. Dickhäuser, O., Dinger, F. C., Janke, S., Spinath, B., & Steinmayr, R. (2016). Aprospective correlational analysis of achievement goals as mediating constructslinking distal motivational dispositions to intrinsic motivation and academicachievement. Learning and Individual Differences, 50, 30-41.
  10. Dogan, U. (2015). Student engagement, academic self-efficacy, and academic motivationas predictors of academic performance. The Anthropologist, 20(3), 553-561.
  11. Doménech-Betoret, F., Abellán-Roselló, L., & Gómez-Artiga, A. (2017). Self-efficacy,satisfaction, and academic achievement: the mediator role of Students' expectancy-value beliefs. Frontiers in psychology, 8, 1193.
  12. Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have welearned in 60 years? Frontiers in Psychology, 7, 508.
  13. Fatima, F., Zamir, S., Ali, S., & Fatima, S. (2018). Effect of Demographic Factors overAchievementMotivation of Students at University Level in Islamabad. Journal ofManagerial Sciences, 11 (3), 213-236.
  14. Fiorella, L., Yoon, S. Y., Atit, K., Power, J. R., Panther, G., Sorby, S., ... & Veurink, N.(2021). Validation of the Mathematics Motivation Questionnaire (MMQ) fosecondary school students. International Journal of STEM Education, 8(1), 1-14.
  15. Gallagher, M.G. (2012). Self-efficacy. Encyclopedia of Human Behavior (Second Ed).314-320. https://doi.org/10.1016/B978-0-12-375000-6.00312-8.
  16. Hidi S. E., Renninger K. A., Renninger K. A., Hidi S. E. (2019). Motivation and itrelation to learning introduction. Cambridge: Cambridge University Press.
  17. Hogheim, S., & Reber, R. (2015). Supporting interest of middle school students inmathematics through context personalization and example choice. ContemporaryEducational Psychology, 42, 17–25.
  18. Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy onacademic performance: A systematic review. Educational Research Review, 17,63-84.
  19. Keller, J. M. (1987). Development and use of the ARCS model of instructionaldesign. Journal of instructional development, 10(3), 2-10.
  20. Klanderman, D., Klanderman, S., Gliesmann, B., Wilkerson, J., & Eggleton, P. (2019).Factors that Motivate Students to Learn Mathematics.
  21. Kyndt, E., Donche, V., Coertjens, L., Van Daal, T., Gijbels, D., & Van Petegem, P.(2019). Does self-efficacy contribute to the development of students’ motivationacross the transition from secondary to higher education?. European Journal ofPsychology of Education, 34, 457-478.
  22. Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance.Prentice-Hall, Inc.
  23. Luque-Reca, O., Augusto-Landa, J. M., & Pulido-Martos, M. (2016). Emotionaintelligence and depressive symptoms in Spanish institutionalized elders: doesemotional self-efficacy act as a mediator?. PeerJ, 4, e2246.
  24. Lunenburg, F. C. (2011). Goal-setting theory of motivation. International journal ofmanagement, business, and administration, 15(1), 1-6.
  25. Milioni, M., Alessandri, G., Eisenberg, N., Castellani, V., Zuffianò, A., Vecchione, M., &Caprara, G. V. (2015). Reciprocal relations between emotional self‐efficacybeliefs and ego‐resiliency across time. Journal of personality, 83(5), 552-563.
  26. Pedditzi, M. L., & Spigno, M. (2019). Achievement motivation and regulatory emotionalself-efficacy in university students. THE EUROPEAN PROCEEDINGS OFSOCIAL & BEHAVIOURAL SCIENCES, 53, 503-513.
  27. Peguero, A. A., & Shaffer, K. A. (2019). Academic self-efficacy, dropping out, and thesignificance of inequality. Sociological Spectrum, 35(1), 46-64.
  28. Peterson, J. L., & Hyde, J. S. (2017). Trajectories of self-perceived math ability, utilityvalue and interest across middle school as predictors of high school mathperformance. Educational Psychology, 37(4), 438–456.
  29. Prast, E. J., Van de Weijer-Bergsma, E., Miočević, M., Kroesbergen, E. H., & Van Luit,J. E. (2018). Relations between mathematics achievement and motivation instudents of diverse achievement levels. Contemporary EducationalPsychology, 55, 84-96.
  30. Qualter, P., Pool, L. D., Gardner, K. J., Ashley-Kot, S., Wise, A., & Wols, A. (2015). Theemotional selefficacy scale: adaptation and validation for younadolescents. Journal of Psychoeducational Assessment, 33(1), 33-45.
  31. Rosenzweig, E. Q., & Wigfeld, A. (2016). STEM motivation interventions foradolescents: A promising start, but further to go. Educational Psychologist, 51(2),146–163.
  32. Sagone, E., & De Caroli, M. E. (2014). Locus of control and academic self-efficacy in university students: the effects of Self-concepts. Procedia-Social and BehavioralSciences, 114(21), 222-228.
  33. Saeid, N., & Eslaminejad, T. (2018). Relationship between Student's Self-Directed-LearningReadiness and Academic Self-Efficacy and Achievement Motivation iStudents. International Education Studies, 10(1), 225-232.
  34. Wang, C. H., Harrison, J., Cardullo, V., & Lin, X. (2018). Exploring the relationshipamong international students' English self-efficacy, using English to learn self-efficacy, and academic self-efficacy. Journal of International Students, 8(1), 233-250.
  35. Zhang, Z. J., Zhang, C. L., Zhang, X. G., Liu, X. M., Zhang, H., Wang, J., & Liu, S.(2015). Relationship between self-efficacy beliefs and achievement motivation instudent nurses. Chinese Nursing Research, 2(2-3), 67-70.

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic