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Mathematics Self‐Efficacy of Brazilian High School Students: A Mixed‐Methods Approach Study

Year: 2025

Type: article

Abstract: This study examines the mathematics self-efficacy of 833 high school students from four Brazilian public schools. Using an exploratory cross-sectional design with a mixed-methods approach, students completed online instruments including a sociodemographic questionnaire, scales measuring various self-efficacy domains (mathematics, self-regulated learning, social and emotional) and open-ended questions about their perceived attributes in learning mathematics. Multiple regression analysis revealed that student characteristics and self-efficacy domains collectively explained 47.4% of the variance in mathematics self-efficacy. Qualitative analysis revealed the complex nature of mathematics self-efficacy, emphasising students' perceptions of their strengths and weaknesses in learning. The study underscores the significant influence of student characteristics and self-efficacy domains, highlighting the importance of mixed-methods approaches for deeper insights and guiding future educational interventions.

Source: International Journal of Psychology

DOI: 10.1002/ijop.70019

Authors: Roberto Tadeu Iaochite, Mayara Mota da Matos, Roraima Alves da Costa Filho, Roberta Gurgel Azzi, Ana Cecília de Medeiros Maciel

Institutions: Universidade Estadual Paulista (Unesp), Universidade Federal de Alfenas, Fundação Carlos Chagas

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: Fundação de Amparo à Pesquisa do Estado de São Paulo