Mathematics-related self-beliefs: How important are they in predicting Achievement? Evidence from lower secondary school adolescents in Bahir Dar

Abstract

This study examines the degree to which cognitive and affective
aspects of mathematics learning shape adolescents’ interest and
achievement in mathematics. It specifically investigates age-related patterns
of interest and achievement in mathematics based on a randomly drawn
sample of 137 (male = 54 and female = 83) grade 9 students in a large urban
secondary school in Bahir Dar. The adapted Amharic versions of
Mathematics Self–Efficacy (MSE), Mathematics Self-Concept (MSC),
Mathematics Interest (Mathematics Interest), and Mathematics Anxiety
(Mathematics-Anxiety) scales originally developed for Program for
International Student Assessment (PISA) were employed to collect data.
Mathematics Achievement (MAch) was measured based on composite mean
class scores. The adapted Amharic measures yielded acceptable internal
consistency reliabilities ranging from 0.67- 0.81 and statistically significant
convergent and discriminant validity coefficients among the four sub-scales (r
= -.20, p < .05 to r = .67, p < .001). Hierarchical and simultaneous Multiple
Regression procedures were used to address the major research questions.
The findings revealed that MSE and MSC are strong predictors of
Mathematics interest and achievement. On the other hand, MAch is
significantly predicted by Gender, Mathematics-Anxiety, and mathematics
related self-beliefs (MSE and MSC). A declining trend in Mathematics-Interest
and achievement is also evident with increasing age. Finally, the study
outlines the implications of the findings.