Mathematics Performance as Influenced by Mathematics Anxiety and Self-Efficacy: A Modeling Study

Abstract

Some non-cognitive factors influence performance in mathematics. The study explores whether students' self-efficacy and mathematics anxiety influence their performance in mathematics either directly or indirectly. There were 217 grade 12 students in the sample, with 95 (43.78 %) males and 122 (56.2 %) females. The data was gathered using a mathematics anxiety and self-efficacy questionnaire, and the general percentage average in mathematics was used as an indicator of student performance. Using two-stage structural equation modeling, the relationship between students' anxiety and self-efficacy in mathematics and their performance was explored. Anxiety in mathematics and self-efficacy were found to be the two noncognitive con-struct that directly affects mathematics performance as indicated in the model. In addition, the result has noted that there is no correlation between the two noncognitive constructs in mathematics (anxiety and self-efficacy). Based on the findings, it can be concluded that anxiety in mathematics and self-efficacy are two separate noncognitive constructs that have a direct impact on mathematics performance. However, these two constructs do not have any correlation with each other, meaning that one does not influence the other. This implies that addressing anxiety and self-efficacy independently may lead to improved mathematics performance.