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. |
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| 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] |
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| Database: | Psychology and Behavioral Sciences Collection |
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