Predictors of high school students’ mathematics self-efficacy in Addis Ababa: The importance of educational expectations

Abstract

In Ethiopia studies on high school students’ mathematics self-efficacy and associated factors are scarce. The present study examined students’ mathematics self-efficacy and associated predictors among high school students in Addis Ababa. Data were collected using adapted questionnaire from 120 students (9th and 10th graders) recruited via multi-stage sampling. Descriptive statistics, independent sample t-test, ANOVA, Chi-square and logistic regressions were utilized to analyze the collected data. In the study it was found that students have more than average mathematics self-efficacy even though significant numbers of students (44.2%) have low mathematics self-efficacy. It was also revealed that differences in grade level [t(118) = 2.545, p < 0.05] and students’ expected grade in the upcoming national exam [F(3,116) = 5.553, p < 0.05] were statistically significant. Living arrangements (AOR = 6.704, 95% CI = 1.598–28.118), expected grade in the upcoming national exam (AOR = 5.808, 95% CI = 1.804–18.696) and expected marks in the semester (AOR = 1.126, 95% CI = 1.055–1.202) are significant predictors of students’ mathematics self-efficacy. Generally educational expectations are important predictors of students’ mathematics self-efficacy. Therefore, researchers and organizations need to gear their attention towards improving students’ mathematics self-efficacy.

The role of students' mathematics perception and self‐efficacy toward their mathematics achievement

“…Self-efficacy beliefs are defined as people's judgments of their capabilities to organize and execute courses of action that required attaining designated types of performances (Bandura, 1986). Bandura also described selfefficacy as beliefs about one's capabilities to learn or perform behaviors at the expected levels (Yesuf et al, 2023).…”

“…Self‐efficacy beliefs are defined as people's judgments of their capabilities to organize and execute courses of action that required attaining designated types of performances (Bandura, 1986). Bandura also described self‐efficacy as beliefs about one's capabilities to learn or perform behaviors at the expected levels (Yesuf et al, 2023). The social cognitive theory developed by Albert Bandura is the most prominent learning theory, and self‐efficacy is an important component of the theory (Sakellariou, 2022; Yesuf et al, 2023).…”

“…Bandura also described self‐efficacy as beliefs about one's capabilities to learn or perform behaviors at the expected levels (Yesuf et al, 2023). The social cognitive theory developed by Albert Bandura is the most prominent learning theory, and self‐efficacy is an important component of the theory (Sakellariou, 2022; Yesuf et al, 2023). People's judgments of their capabilities to organize and execute courses of action are required to attain designated types of performances.…”

“…The theoretical frameworks used in this article focused more on discussions of social cognitive theory by Bandura (Roslan & Maat, 2019; Schöber et al, 2018), self‐efficacy theory by Bandura, and Schunk (Silver et al, 2001), and others related to the study under investigation. Most of the studies used in this article observed the students' mathematics self‐efficacy theory based on the students' mathematics perception and self‐efficacy combining them with mathematics achievement (Appiah et al, 2022; Sakellariou, 2022; Yesuf et al, 2023).…”