Prediction of learners’ mathematics performance by their emotional intelligence, self-esteem and self-efficacy

Ugwuanyi, Christian; Okeke, Chinedu Ifedi; Asomugha, Chinyere G.

doi:10.18844/cjes.v15i3.4916

Cited by 38 publications

(30 citation statements)

References 8 publications

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“…The results of the second question showed that self-efficacy predicts mathematical thinking when emotional intelligence was a mediator. This result is consistent with the study's findings by Ugwuanyi, Keke, and Asomugha (2020).…”

supporting

confidence: 94%

“…Therefore, when the learner is worried about solving a mathematical problem, this can signal a low level of performance, even if the source of feeling has nothing to do with the task, as Stevens et al (2004) explained. Study by Ugwuanyi, Keke, and Asomugha (2020) showed that emotional intelligence and self-efficacy predicted students' achievement in mathematics. The findings of Dacillo's (2018) study found that there was no relationship between emotional intelligence and academic achievement in mathematics.…”

Section: Literature Reviewmentioning

confidence: 99%

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The Mediating Role of Emotional Intelligence in Predicting of Self – Efficacy in Mathematical Thinking among Fourth Grade Students in the Sultanate of Oman

Alkiyumi

Alfalasi²

2021

Mediterr. J. Soc. Sci.

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This study aimed to investigate the role of emotional intelligence in predicting self-efficacy in mathematical thinking. The sample consisted of 150 students selected by cluster and sample random techniques from Al-Buraimi governorate. The tools of the study were: Mathematical Thinking Scale developed by the researchers, Self-efficacy Scale for Children (SEQ-C), and Bar-On Emotional Intelligence scale. The results showed a statistically significant correlation between mathematical thinking, self-efficacy, and emotional intelligence. The self-efficacy predicted mathematical thinking when emotional intelligence was a mediator. The variables of sex and the type of school had an impact on the prediction of mathematical thinking. Based on the results, the researchers recommended attention to the development of psychological factors that contribute to the development of mathematical thinking, including self-efficacy and emotional intelligence. They also recommended that further studies be carried out to investigate the role of different psychological traits in mathematical thinking.Contribution/Originality: this study is one of very few studies that investigated to how much extent that self-efficacy predicts mathematical thinking when emotional intelligence plays a mediating role. This investigation was conducted in a new environment. Received: 10 June 2021 / Accepted: 10 August 2021 / Published: 5 September 2021

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confidence: 94%

Section: Literature Reviewmentioning

confidence: 99%

The Mediating Role of Emotional Intelligence in Predicting of Self – Efficacy in Mathematical Thinking among Fourth Grade Students in the Sultanate of Oman

Alkiyumi

Alfalasi²

2021

Mediterr. J. Soc. Sci.

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“…The performances of students in Mathematics and Physics are abysmally low (Usman, 2002;Onah, 2004; West African Examination Council [WAEC], 2006[WAEC], , 2007[WAEC], , 2012Kolawole, 2012). Ugwuanyi et al (2020a) found that not minding the role of mathematics in the Nigerian education system, students' performance in both external and internal examinations is on the downward trend. On this, Amoo (2002) stated that many problems are encountered in the teaching and learning of mathematics and science subjects in Secondary Schools.…”

Section: Introductionmentioning

confidence: 98%

Evaluation of the Impact of Computer-Assisted Instruction on Mathematics and Physics Students’ Achievement: Implication for Industrial Technical Education

Onah¹,

Ugwuanyi²,

Okeke³

et al. 2020

International Journal of Engineering Research and Technology

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Twenty-first century classrooms have come with a lot of changes in the instructional delivery at various levels of education. However, most teachers in Nigerian still adopt the traditional method of instruction not minding the demands of the twenty-first century classrooms. As a result of this, there is dearth of empirical evidence on the impact of computerassisted instruction on the students' achievement in mathematics and physics. This study, therefore, evaluated the impact of computer-assisted instruction (CAI) on mathematics and physics students' achievement. Quasi-experimental, nonequivalent groups design was adopted for the study using a sample of 200 participants. Mathematics Achievement Test (MAT) and Physics Achievement Test (PAT) were used to collect data for the study. The internal consistency reliability indices of the MAT and PAT were estimated as 0.89 and 0.75 respectively using Kuder-Richardson formula 20. The hypotheses were tested at 0.05 levels of significance using analysis of covariance. It was found that Computer-Assisted Instruction (CAI) significantly improved mathematics and physics students' achievement. This finding has implication for Industrial Technical Education for the fact that improved achievement of students in mathematics and physics subjects at secondary education level will enable them to have interest in industrial technical education at higher education. Thus, Mathematics and Physics teachers should be trained on how to master the techniques needed for the preparation and use of the CAI package for effective teaching and learning of different concepts in Mathematics and physics.

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“…Ugwuanyi et al (2019) found that there is a high rate of poor academic achievement of students in public examinations in Nigeria. There has been a record of poor performance pf students' in physics examinations Ugwuanyi and Okeke 2020). found that there has been a decline in the learners' achievement in physics.…”

Section: Introductionmentioning

confidence: 99%

Psychological predictors of physics learners’ achievement: The moderating influence of gender

Ugwuanyi

Ageda

2020

CJES

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This study sought the predictive powers of motivation and self-efficacy on physics learners’ achievement within the theoretical framework of Skinner Theory of Operant Conditioning. Correlational research design was adopted for the study with a population of 6,205 SSII Physics students in public schools in Benue State and a sample of 375 SSII learners. Learners’ Psychosocial Factors scales and Physics Academic Achievement Proforma were used for data collection. The internal consistency reliability indices of 0.78 and 0.81 using Cronbach alpha method for the two clusters of the Learners’ Psychosocial Factors scales. Data were analysed using regression analysis. Results showed that motivation and self-efficacy had 51% and 63% predictive powers on learners’ academic achievement in physics respectively. One of the implications of the findings is that low motivation and self-efficacy of learners will result to low achievement in physics. It was recommended that favourable academic environment should be provided for the learners to promote their motivation and self-efficacy.

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Prediction of learners’ mathematics performance by their emotional intelligence, self-esteem and self-efficacy

Cited by 38 publications

References 8 publications

The Mediating Role of Emotional Intelligence in Predicting of Self – Efficacy in Mathematical Thinking among Fourth Grade Students in the Sultanate of Oman

The Mediating Role of Emotional Intelligence in Predicting of Self – Efficacy in Mathematical Thinking among Fourth Grade Students in the Sultanate of Oman

Evaluation of the Impact of Computer-Assisted Instruction on Mathematics and Physics Students’ Achievement: Implication for Industrial Technical Education

Psychological predictors of physics learners’ achievement: The moderating influence of gender

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