Influence of Mathematical Self-Efficacy on Mathematics Achievement among Higher Secondary School Students

Abstract

Mathematical self-efficacy, defined as students’ belief in their capability to successfully perform mathematical tasks, plays a crucial role in shaping academic achievement and learning outcomes. This study investigates the influence of mathematical self-efficacy on mathematics achievement among higher secondary school students. It examines how students’ confidence in their mathematical abilities affects their motivation, persistence, problem-solving skills, and overall academic performance. The study highlights that learners with high levels of self-efficacy tend to approach mathematical challenges with greater determination, demonstrate higher engagement in classroom activities, and achieve better academic results. Conversely, students with low self-efficacy often experience anxiety, avoidance behaviors, and reduced confidence, which may negatively affect their achievement in mathematics. The paper further explores the role of teachers, classroom environment, parental support, and positive learning experiences in fostering students’ self-belief and academic success. Findings suggest a significant positive relationship between mathematical self-efficacy and mathematics achievement, emphasizing the importance of developing supportive instructional practices that enhance learners’ confidence and motivation. The study concludes that strengthening mathematical self-efficacy can serve as an effective strategy for improving students’ performance and promoting meaningful engagement with mathematics at the higher secondary level.