Mathematics self-efficacy, self-concept and anxiety in relation to Mathematics achievement: The case of Kafa Zone School adolescents, Ethiopia

Abstract

Background It is significant to investigate students’ mathematical self-efficacy, self-concept and anxiety constructs since they have an effect on not only the process of acquiring mathematics, and academic achievement but also potential professional choices and general welfare. This study was aimed at exploring the effects of mathematical self-beliefs, namely self-concept, self-efficacy, and math anxiety on the mathematics achievement of high school adolescents. Methods The sample contains 384 randomly selected grade 12 students (M=199, F= 185) from three preparatory schools in Kafa zone. Tools were adapted from Butler (2016) and Al Mutawah (2015). The Mathematics Achievement Test (MAT) was administered to get information on mathematics achievement. Confirmatory factor analysis along with structural equation modeling was used to analyze the data. Results The results reveal that self-concept and self-efficacy have a positive and significant association with math achievement whereas anxiety has a negative relationship with math achievement but is not significant. Conclusions From the results, we conclude that self-concept and self-efficacy have significant and positive effects on mathematics achievement. We recommend that every concerned body should pay concerted effort to these motivational variables so as to encourage students’ achievements in mathematics.