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Self-Efficacy as a Mediator Between Attitudes Toward Mathematics and Mathematics Achievement: A MASEM Approach.

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Title: Self-Efficacy as a Mediator Between Attitudes Toward Mathematics and Mathematics Achievement: A MASEM Approach.
Authors: Pratama, Ryan Angga (AUTHOR), Kanadlı, Sedat (AUTHOR)
Source: Educational Psychology Review. 5/7/2026, Vol. 38 Issue 1, p1-41. 41p.
Subjects: Self-efficacy, Academic achievement, Moderation (Statistics), Statistics, Mathematical ability testing, Structural equation modeling, Psychological factors, Educational psychology
Abstract: This study examines how self-efficacy mediates students' attitudes towards mathematics and their achievement in the subject, using the Meta-Analytic Structural Equation Modeling (MASEM) approach. After reviewing studies indexed in Google Scholar, ERIC, ProQuest, and Semantic Scholar; and assisted by AI Tools such as SciSpace and ScholarGPT, 76 primary studies met the inclusion criteria. Analyses conducted in R (via the meta package) and the MASEM web page revealed that a positive attitude towards mathematics had a moderate effect on self-efficacy (), in turn self-efficacy had a moderate effect on mathematics achievement (). Attitude towards mathematics also had moderate direct effect on mathematics achievement (), and the indirect effect via self-efficacy was statistically significant (). The model accounted for 27% of the variance in self-efficacy and 17% of the variance in achievement, leaving substantial residual variance. Furthermore, the moderator analyses that the effect were stronger at the University level with a statistically significant result (). There were also differences in how self-efficacy was measured, especially when using the Usher and Pajares (2009) scale, which had a significant result (). However, other moderators did not show significant differences. The results show that there are some similar but not very strong links in a wide variety of studies, and these should be seen as connections rather than proof of cause and effect. These results emphasize the importance of attitudes and self-efficacy as interrelated psychological factors that influence achievement, while also showing there are many variables across different educational environments. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Self-Efficacy as a Mediator Between Attitudes Toward Mathematics and Mathematics Achievement: A MASEM Approach.
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  Data: <searchLink fieldCode="AR" term="%22Pratama%2C+Ryan+Angga%22">Pratama, Ryan Angga</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kanadlı%2C+Sedat%22">Kanadlı, Sedat</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Moderation+%28Statistics%29%22">Moderation (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+ability+testing%22">Mathematical ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+factors%22">Psychological factors</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink>
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  Data: This study examines how self-efficacy mediates students' attitudes towards mathematics and their achievement in the subject, using the Meta-Analytic Structural Equation Modeling (MASEM) approach. After reviewing studies indexed in Google Scholar, ERIC, ProQuest, and Semantic Scholar; and assisted by AI Tools such as SciSpace and ScholarGPT, 76 primary studies met the inclusion criteria. Analyses conducted in R (via the meta package) and the MASEM web page revealed that a positive attitude towards mathematics had a moderate effect on self-efficacy (), in turn self-efficacy had a moderate effect on mathematics achievement (). Attitude towards mathematics also had moderate direct effect on mathematics achievement (), and the indirect effect via self-efficacy was statistically significant (). The model accounted for 27% of the variance in self-efficacy and 17% of the variance in achievement, leaving substantial residual variance. Furthermore, the moderator analyses that the effect were stronger at the University level with a statistically significant result (). There were also differences in how self-efficacy was measured, especially when using the Usher and Pajares (2009) scale, which had a significant result (). However, other moderators did not show significant differences. The results show that there are some similar but not very strong links in a wide variety of studies, and these should be seen as connections rather than proof of cause and effect. These results emphasize the importance of attitudes and self-efficacy as interrelated psychological factors that influence achievement, while also showing there are many variables across different educational environments. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10648-026-10158-z
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              Text: 5/7/2026
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