Relation Between Mathematics Self-Efficacy, Mathematics Anxiety, Behavioural Engagement, and Mathematics Achievement in Japan
Enhancing mathematical achievement has been identified as a pivotal issue in school education, extending beyond mathematics education alone. However, research comprehensively examining the relationship between multiple affective variables and learning and mathematics achievement is limited. The pres...
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MDPI AG
2025-04-01
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| author | Yuno Shimizu |
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| description | Enhancing mathematical achievement has been identified as a pivotal issue in school education, extending beyond mathematics education alone. However, research comprehensively examining the relationship between multiple affective variables and learning and mathematics achievement is limited. The present study examines the relationship between self-efficacy, mathematics anxiety, behavioural engagement, and mathematics achievement among students in Japan. Moreover, this study examines whether there are any differences in this relationship according to gender and socio-economic status (SES). A path analysis using the data from students in Japan (<i>n</i> = 5760) in the PISA 2022 dataset revealed that (1) self-efficacy for formal and applied mathematics was significantly negatively related to mathematics anxiety and significantly positively related to behavioural engagement and mathematics achievement, (2) self-efficacy for mathematical reasoning and 21st-century mathematics was found to be significantly negatively associated with mathematics anxiety and positively associated with behavioural engagement, and (3) while a negative correlation was observed between mathematics anxiety and behavioural engagement, a significant relationship was not identified between the two and mathematics achievement. Furthermore, the multiple-group structural equation modelling, with gender and SES as the grouping variable, demonstrated no differences in gender and SES in the relationship between self-efficacy, mathematics anxiety, behavioural engagement, and math achievement. |
| format | Article |
| id | doaj-art-e517ede43a894548b914d5627757e8ad |
| institution | Kabale University |
| issn | 2813-9844 |
| language | English |
| publishDate | 2025-04-01 |
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| series | Psychology International |
| spelling | doaj-art-e517ede43a894548b914d5627757e8ad2025-08-20T03:27:22ZengMDPI AGPsychology International2813-98442025-04-01723610.3390/psycholint7020036Relation Between Mathematics Self-Efficacy, Mathematics Anxiety, Behavioural Engagement, and Mathematics Achievement in JapanYuno Shimizu0Faculty of Letters, Kokushikan University, 4-28-1 Setagaya, Setagaya-ku, Tokyo 154-8515, JapanEnhancing mathematical achievement has been identified as a pivotal issue in school education, extending beyond mathematics education alone. However, research comprehensively examining the relationship between multiple affective variables and learning and mathematics achievement is limited. The present study examines the relationship between self-efficacy, mathematics anxiety, behavioural engagement, and mathematics achievement among students in Japan. Moreover, this study examines whether there are any differences in this relationship according to gender and socio-economic status (SES). A path analysis using the data from students in Japan (<i>n</i> = 5760) in the PISA 2022 dataset revealed that (1) self-efficacy for formal and applied mathematics was significantly negatively related to mathematics anxiety and significantly positively related to behavioural engagement and mathematics achievement, (2) self-efficacy for mathematical reasoning and 21st-century mathematics was found to be significantly negatively associated with mathematics anxiety and positively associated with behavioural engagement, and (3) while a negative correlation was observed between mathematics anxiety and behavioural engagement, a significant relationship was not identified between the two and mathematics achievement. Furthermore, the multiple-group structural equation modelling, with gender and SES as the grouping variable, demonstrated no differences in gender and SES in the relationship between self-efficacy, mathematics anxiety, behavioural engagement, and math achievement.https://www.mdpi.com/2813-9844/7/2/36mathematics self-efficacymathematics anxietybehavioural engagementmathematics achievementgendersocio-economic status |
| spellingShingle | Yuno Shimizu Relation Between Mathematics Self-Efficacy, Mathematics Anxiety, Behavioural Engagement, and Mathematics Achievement in Japan Psychology International mathematics self-efficacy mathematics anxiety behavioural engagement mathematics achievement gender socio-economic status |
| title | Relation Between Mathematics Self-Efficacy, Mathematics Anxiety, Behavioural Engagement, and Mathematics Achievement in Japan |
| title_full | Relation Between Mathematics Self-Efficacy, Mathematics Anxiety, Behavioural Engagement, and Mathematics Achievement in Japan |
| title_fullStr | Relation Between Mathematics Self-Efficacy, Mathematics Anxiety, Behavioural Engagement, and Mathematics Achievement in Japan |
| title_full_unstemmed | Relation Between Mathematics Self-Efficacy, Mathematics Anxiety, Behavioural Engagement, and Mathematics Achievement in Japan |
| title_short | Relation Between Mathematics Self-Efficacy, Mathematics Anxiety, Behavioural Engagement, and Mathematics Achievement in Japan |
| title_sort | relation between mathematics self efficacy mathematics anxiety behavioural engagement and mathematics achievement in japan |
| topic | mathematics self-efficacy mathematics anxiety behavioural engagement mathematics achievement gender socio-economic status |
| url | https://www.mdpi.com/2813-9844/7/2/36 |
| work_keys_str_mv | AT yunoshimizu relationbetweenmathematicsselfefficacymathematicsanxietybehaviouralengagementandmathematicsachievementinjapan |