Characteristics of self-efficacy of high school students and its relationship with test performance in mathematics subject
To explore the influence of self-efficacy on mathematics learning ability, 311 boys and girls from the same grade in a middle school were investigated. We designed an Mathematics Self-Efficacy Scale from Schwarzer General Self-Efficacy (SGSE), and analyzed the differences about all the respondents’...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2486560 |
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| author | Yihui Lao Pei Wang Shanli Liao Changzhi Li |
| author_facet | Yihui Lao Pei Wang Shanli Liao Changzhi Li |
| author_sort | Yihui Lao |
| collection | DOAJ |
| description | To explore the influence of self-efficacy on mathematics learning ability, 311 boys and girls from the same grade in a middle school were investigated. We designed an Mathematics Self-Efficacy Scale from Schwarzer General Self-Efficacy (SGSE), and analyzed the differences about all the respondents’ self-efficacy according to gender, region and academic level by SPSS26 statistical software respectively. Generally, the average self-efficacy of girls (1.682) is higher than that of high school students (1.507); Concerning geographical deference, we can see in Table 1 that there were no significant differences in all responses to the other four questions (Q8, 9, 15, 16) except for the one to Q7 (p < 0.05). We believe that geography is not the main factor affecting students’ self-confidence; The difference between the two exams was 0.008 and 0.621, respectively. Noting that 0.008 < 0.05 < 0.621, namely, there was significant deference between Group A, B in early period, group B was separated for lower scores and relative poor learning ability, while this discrepancy phenomenon didn’t appear again after our experimental intervention like setting an peer model. . Our finding supported that the lower an individual possesses self-efficacy and confidence, the greater he/she would make progress in their test performance and learning ability. |
| format | Article |
| id | doaj-art-e38612ff78ec45479e3cb28157ba6a07 |
| institution | DOAJ |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-e38612ff78ec45479e3cb28157ba6a072025-08-20T02:40:30ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2486560Characteristics of self-efficacy of high school students and its relationship with test performance in mathematics subjectYihui Lao0Pei Wang1Shanli Liao2Changzhi Li3Guangxi Center for Applied Mathematics, Yulin Normal University, Yulin, Guangxi, ChinaGuangxi Center for Applied Mathematics, Yulin Normal University, Yulin, Guangxi, ChinaGuangxi Center for Applied Mathematics, Yulin Normal University, Yulin, Guangxi, ChinaGuangxi Center for Applied Mathematics, Yulin Normal University, Yulin, Guangxi, ChinaTo explore the influence of self-efficacy on mathematics learning ability, 311 boys and girls from the same grade in a middle school were investigated. We designed an Mathematics Self-Efficacy Scale from Schwarzer General Self-Efficacy (SGSE), and analyzed the differences about all the respondents’ self-efficacy according to gender, region and academic level by SPSS26 statistical software respectively. Generally, the average self-efficacy of girls (1.682) is higher than that of high school students (1.507); Concerning geographical deference, we can see in Table 1 that there were no significant differences in all responses to the other four questions (Q8, 9, 15, 16) except for the one to Q7 (p < 0.05). We believe that geography is not the main factor affecting students’ self-confidence; The difference between the two exams was 0.008 and 0.621, respectively. Noting that 0.008 < 0.05 < 0.621, namely, there was significant deference between Group A, B in early period, group B was separated for lower scores and relative poor learning ability, while this discrepancy phenomenon didn’t appear again after our experimental intervention like setting an peer model. . Our finding supported that the lower an individual possesses self-efficacy and confidence, the greater he/she would make progress in their test performance and learning ability.https://www.tandfonline.com/doi/10.1080/2331186X.2025.2486560High school studentsmathematicsSchwarzer General Self-Efficacyself-efficacyTest performanceMathematics Education |
| spellingShingle | Yihui Lao Pei Wang Shanli Liao Changzhi Li Characteristics of self-efficacy of high school students and its relationship with test performance in mathematics subject Cogent Education High school students mathematics Schwarzer General Self-Efficacy self-efficacy Test performance Mathematics Education |
| title | Characteristics of self-efficacy of high school students and its relationship with test performance in mathematics subject |
| title_full | Characteristics of self-efficacy of high school students and its relationship with test performance in mathematics subject |
| title_fullStr | Characteristics of self-efficacy of high school students and its relationship with test performance in mathematics subject |
| title_full_unstemmed | Characteristics of self-efficacy of high school students and its relationship with test performance in mathematics subject |
| title_short | Characteristics of self-efficacy of high school students and its relationship with test performance in mathematics subject |
| title_sort | characteristics of self efficacy of high school students and its relationship with test performance in mathematics subject |
| topic | High school students mathematics Schwarzer General Self-Efficacy self-efficacy Test performance Mathematics Education |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2486560 |
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