Download pdf
The Impact of Self-efficacy on Mathematics Academic Performance among Chinese High School Students
- 1 Wuhan Institute of Technology
- 2 WTU
- 3 Yunnan University
* Author to whom correspondence should be addressed.
Abstract
Mathematics is a vital subject in Chinese high school study. Many studies have indicated that high school students’ self-efficacy may have a great impact on students’ mathematics academic performance. Therefore, based on a summary of previous research, this paper will investigate how self-efficacy influences academic performance in mathematics learning and the score of Chinese high school students get. Meanwhile, it also explores the relationship between Chinese high school students’ evaluation of their confidence in learning mathematics and their true sense of self-efficacy. Data will be gathered for all of the studies using questionnaires, and descriptive analysis, correlation analysis, and regression analysis will all be used. Authors get the following findings from data analysis: firstly, students’ self-efficacy is positively correlated with their math grades, which means the more students believe that they can learn mathematics well, the higher their math grades will be. Secondly, males have a stronger sense of self-efficacy in learning mathematics than females. Finally, the respondents have a relatively accurate assessment of their confidence in learning mathematics.
Keywords
self-efficacy, high school student, mathematics learning, influences
[1]. Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W. H. Freeman and Company.
[2]. Neda Noorollahi. (2021) On the Relationship between Iranian English Language Teaching Students’ Selfefficacy, Self-esteem, and their Academic Achievement Language Teaching Research Quarterly.
[3]. Cui Kaiwen. (2022) The impact of middle school students’ academic self-efficacy on Test anxiety: the role of negative evaluation fear and core self-evaluation (master’s Thesis, Guangxi University for Nationalities) https://epub2.yyttgd.top/KCMS/detail/detail.aspx?dbname=CMFD202202&filename=1022547018.nh
[4]. Gao Huan and Chen Kesheng. (2017) Research Status and Prospects of Mathematics Self-Efficacy. Journal of Mathematics Education (01), 76-81.
[5]. Du Shuqin (2012) Research on Strategies for Improving Students’ Self efficacy in Middle School English Teaching New course (mid-year) (06), 50-51.
[6]. Su Xingyu. (2022) Research on the Relationship between Mathematics Teacher Support, Mathematics Self-efficacy and Mathematics Academic Performance of High School Students (Master’s Thesis, Tianjin Normal University). Retrieved from https://epub2.yyttgd.top/KCMS/detail/detail.aspx?dbname=CMFD202202&filename=1022554697.nh
[7]. Song Binbin. (2021) A survey of high school students’ self-efficacy in mathematics learning (master’s Thesis, Hebei Normal University) https://epub2.yyttgd.top/KCMS/detail/detail.aspx?dbname=CMFD202102&filename=1021586919.nh
[8]. Peng Li & Lihua Cao. (2021) A Study on the Relationship between “Learning Interest”, “Self efficacy”, “Learning Anxiety” and “Learning Motivation” of College Students in Further Mathematics. journal of mathematics education (04),97-102.
[9]. Wang Zhixiang,&Zhang Jiaming. (2021) A Model and Empirical Study on the Evaluation of High School Students’ Self efficacy in Mathematics Learning. Advances in Applied Mathematics, 10, 291.
[10]. Dianshun Hu, Zhanlin Zhu& Ping Zhang. (2021) The Influence of Mathematics Learning Motivation, Mathematics Failure Attribution, and Mathematics Learning Reflectivity on Mathematics Self efficacy. Educational Measurement and Evaluation (09),56-64.
Cite this article
Liu,J.;Wu,Y.;Zhao,F. (2023). The Impact of Self-efficacy on Mathematics Academic Performance among Chinese High School Students. Lecture Notes in Education Psychology and Public Media,21,299-306.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
Disclaimer/Publisher's Note
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
About volume
Volume title: Proceedings of the International Conference on Global Politics and Socio-Humanities
© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license. Authors who
publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons
Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this
series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published
version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial
publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and
during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See
Open access policy for details).