Mathematics and Science Self-Efficacy Resources as the Predictor of Academic Success

Abstract

The basic aim of the study was to determine the power of mathematics and science self-efficacy resources as the predictors of academic success. The relational scanning model was used in the study, and the study was conducted with 492 students who were studying at sixth and seventh grades of a state school. The mathematics and science self-efficacy resources scales were used as the data collection tool. In addition, the school reports of the semester before the study was conducted were used to determine the academic success levels of the students. The Pearson moments multiplication correlation technique and multiple linear regression analysis were used in the analysis of the data. According to the results, there were significant relations between the mathematics and science selfefficacy resources and the academic success levels at high, medium and low levels. The personal experiences, indirect experiences and social persuasions, which have significant effects on academic success both for mathematics and for science, explained nearly 60% of the change in academic success. The physiological situations towards mathematics did not have any significant effects on academic success. According to the findings, some recommendations have also been made in the study.

Lise Öğrencilerinde Matematik Başarısı İle Matematik Öz-Yetkinlik Kaynakları Arasındaki İlişkinin İncelenmesi

“…It can be concluded that sources of self-efficacy have a direct impact on mathematics achievement. In addition, there are research on the direct effect of sources of self-efficacy on academic performance in the literature (Keşan and Kaya, 2018;Özcan and Kültür, 2019). These findings support the findings of this study.…”

Sources of mathematics self-efficacy of gifted and non-gifted students in high school

“…The results related to the covariate variable, mathematics achievement, showed that mathematics achievement had a significant effect on the four SMS: mastery experience, vicarious experience, social persuasions, and physiological state. Some studies showed that self-efficacy affected mathematics achievement (Bonne & Johnston, 2016;Grigget al, 2018;Masitoh & Fitriyani, 2018;Schober et al, 2018;Tossavainen et al, 2019;Watson, 2015;Zimmerman et al, 2011) and that SMS affected academic achievement (Arslan, 2013;Choy, 2013;Kesan & Kaya, 2018;Ozcan & Kontas, 2020). This study indicated that mathematics achievement influenced SMS, and it is consistent with studies showing that academic achievement affects self-efficacy (Hwang et al, 2016;Talsma et al, 2018).…”

“…O'brien et al (1999) reported a low number of minorities in science and engineering due to deficits in self-efficacy or self-perceived skills in mathematics. Mathematics achievement is related not only to self-efficacy beliefs (Masitoh & Fitriyani, 2018;Watson, 2015;Zimmerman et al, 2011) but also to SMS beliefs (Arslan, 2013;Choy, 2013;Kesan & Kaya, 2018;Ozcan & Kontas, 2020;Ozcan & Kultur, 2019). On the contrary, recent studies have examined the possibility of the interplay of self-efficacy and academic achievement.…”

Investigating the Level of the Tenth-grade Students’ Self-Efficacy in Mathematics and its Impact on their Performance: A Study in Pemagatshel District

“…However, there were significant relations between the self-efficacy of Mathematics and Science to their academic performance. The relation between the self-efficacy of these two subjects is correlated with their academic performance [23].…”