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Vol.14, No.1, February 2025. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Bridging Motivation and Mastery: The Role of Self-Efficacy in Math Education
Amjad Islam Amjad, Muhammad Abid Malik, Sarfraz Aslam, Musarrat Habib
© 2025 Sarfraz Aslam, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 14, Issue 1, Pages 492-502, ISSN 2217-8309, DOI: 10.18421/TEM141-44, February 2025.
Received: 15 June 2024. Revised: 08 December 2024.
Abstract:
The main objective of this study was to examine new ways of assessing self-efficacy in learning mathematics that affect students' educational performance through perceived utility and intrinsic motivation. The study's research design was cross-sectional, consisting of 1232 elementary-level students. Data were collected using the Mathematics Motivation Scale (MMS), which was analyzed using SmartPLS4 and SPSS software. The authors concluded that SELPM partially mediates the relationship between the IMLM of the students and their PUM. The researchers suggest that teachers design effective teaching methodologies that significantly contribute to their (self-efficacy to learn and perform in mathematics) SELPM, (intrinsic motivation to learn mathematics) IMLM, and (perceived utility of mathematics) PUM. Future studies might be conducted to replicate the study's result and to explore the causes of the partially mediated effect of students' SEPM between their IMLM and PUM.
Keywords – Elementary students, intrinsic motivation, perceived utility, self-efficacy, mathematics. |
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