Measuring mathematics self-efficacy: Multitrait-multimethod comparison

Abstract

Previous studies had shown that there is a certain relationship between mathematics self-efficacy and math performance. For students, parents, and front-line scholars, it is urgent and important to study the measurement relationship between math achievement and self-efficacy. The research aimed to observe how to measure mathematics self-efficacy and find which of the three traits and which of the three methods better reflect individuals’ self-efficacy. The present study used a multitrait-multimethod (MTMM) design to measure mathematics self-efficacy by constructing the confirmatory factor analysis (CFA) model. “Number and Algebra,” “Graphics and Geometry,” and “Synthesis and Practice” were considered three traits, and General-Math-Task-referenced self-efficacy, Unconventional-Math-Problem-referenced self-efficacy, and Motivated Strategies for Learning Questionnaire (MSLQ) self-efficacy were discussed as three methods to study. A questionnaire survey was used to obtain data. A total of 100 students completed all the questionnaires. Excel was used to collect math scores, and SPSS version 26.0 and AMOS version 26.0 were used to manage the data, confirm a hypothesis, and build a model by using MTMM design and CFA. CFA was used to verify convergent validity and discriminant validity. A total of eight models were constructed in the study that includes first-order CFA models and second-order CFA models, and model D was finally selected as the most perfect model in the second-order CFA model. The results showed that the “Synthesis and Practice” fields were the most significant reflection of self-efficacy among the three traits. MSLQ was the most significant reflection of self-efficacy among the three methods. It is beneficial to improve the level of self-efficacy from the aspect of mathematics subject. In addition, the research confirmed that CFA can support MTMM data for data modeling and found that the correlation between the Unconventional-Math-Problem-referenced self-efficacy and MSLQ is higher than that of General-Math-Task-referenced self-efficacy in the second-order model. It makes certain theoretical significance for improving students’ mathematics self-efficacy levels.