Mathematics Self-Efficacy: Its Relationship to Student Mathematics Achievement

Abstract

Abstract Mathematics self-efficacy is a socially relevant educational construct because students’ beliefs about their mathematical capability can shape participation, persistence, and achievement in learning environments. This descriptive-correlational study examined mathematics self-efficacy and its relationship to student mathematics achievement among 99 Grade 11 Humanities and Social Sciences students of Kapatagan National High School, Lanao del Norte, during School Year 2023–2024. Mathematics self-efficacy was measured using an adapted questionnaire based on the Mathematics Self-Efficacy and Anxiety Questionnaire and sources of self-efficacy items, organized into intellectual, emotional, and environmental dimensions. Mathematics achievement was measured through students’ final General Mathematics grades. Weighted mean, frequency, percentage, and Pearson product-moment correlation were used. Results showed average mathematics self-efficacy in intellectual (M = 2.27), emotional (M = 2.31), and environmental (M = 2.26) dimensions. Student achievement was generally very satisfactory, with an overall mean grade of 89. Pearson correlations showed significant positive relationships between mathematics achievement and intellectual self-efficacy (r = .408, p < .001), emotional self-efficacy (r = .457, p < .001), and environmental self-efficacy (r = .435, p < .001). The findings suggest that students’ confidence, emotional orientation, and learning support systems are associated with stronger mathematics performance. The study recommends social-educational strategies that strengthen mastery experiences, formative feedback, peer collaboration, reflective practice, and supportive mathematics learning environments.