Mathematical Self-Efficacy Mediating the Relationship Between Motivation, Anxiety, and Achievement
Yuxue Zou
Source record
Source: Crossref
Published: Jul 1, 2025
DOI: 10.29333/iji.2025.18328a
Open original source ↗Source abstract
Earlier studies on mathematical self-efficacy, motivation, anxiety, and mathematics achievement have shown significant controversies; however, mathematics achievement is highly important. This study adopts a quantitative research method, with a sample of 5,464 15-year-old secondary school students from 175 schools in Hong Kong. The aim is to explore the mediating role of mathematical self-efficacy in the relationship between motivation, anxiety, and mathematical achievement, and to analyze the moderating effects of gender and grade on this relationship.This study found that mathematics self-efficacy played a negative role between mathematics anxiety and mathematics performance, and played a completely positive role between mathematics motivation and mathematics performance. For Hong Kong secondary school students around 15 years old, there were significant differences in mathematics motivation and self-efficacy among students of different grades. As the grade increased, students' mathematics motivation and self-efficacy gradually increased. However, gender did not show a significant moderating effect on this. This study provides a new perspective for understanding the complex relationships among these variables, offers a theoretical basis for personalized education and tiered intervention strategies, and contributes to promoting adolescents' mental health and improving mathematics instruction.
Evidence graph
No public relationships recorded yet.
Integrity note: This page is a factual metadata record created by deterministic ingestion. It is not a claim that the work moves a mathematical frontier or has been independently verified.