Published May 17, 2022 | Version v1
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A CORRELATIONAL STUDY OF MATHEMATICS SELF-EFFICACY AND ANXIETY WITH MATHEMATICS ACADEMIC ACHIEVEMENT OF GRADE 12 STUDENTS AT A PUBLIC HIGH SCHOOL IN YUNNAN, CHINA

Authors/Creators

  • 1. M.Ed. in Curriculum and Instruction, Chinese Teacher, Hanyi Chinese Language School, 1221/9 Sukhumvit Road, Vadhana, Bangkok, 10110, Thailand
  • 2. Ph.D., Assistant Professor, Graduate School of Human Sciences, Assumption University, 592/3 Ramkhamhaeng Road, Soi 24, Hua Mak, Bang Kapi, Bangkok 10240, Thailand

Description

Abstract: This study aimed to determine whether there was a significant relationship of mathematics self-efficacy and anxiety with mathematics academic achievement of Grade 12 students at a public high school in Yunnan, China. A quantitative correlational research design was chosen to examine the relationship between these three research variables. The participants were 106 students conveniently sampled from the Grade 12 Science Program at the target school, during the academic year 2021-2022. The Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ; May, 2009) was adopted and used to measure the levels of the participants’ mathematics self-efficacy and mathematics anxiety. The mathematics final exam scores were collected from the participants to measure their mathematics academic achievement. From the data analysis, it was found that the overall level of mathematics self-efficacy held by Grade 12 students at the target school was moderate, their overall level of mathematics anxiety was low, and there was a significant, positive and moderately strong relationship between their mathematics self-efficacy and mathematics academic achievement. Moreover, a significant, negative and moderately strong relationship between mathematics anxiety and mathematics academic achievement of Grade 12 students at the target public high school was found, and a significant, moderately strong multiple correlation among participants’ mathematics self-efficacy, mathematics anxiety and mathematics academic achievement was obtained. Recommendations are provided for students, teachers, school principal and administrators, and future researchers, based on the research findings obtained from this study.

Keywords: Mathematics Self-Efficacy, Mathematics Anxiety, Academic Achievement, Mathematics Education, High School Education.

Title: A CORRELATIONAL STUDY OF MATHEMATICS SELF-EFFICACY AND ANXIETY WITH MATHEMATICS ACADEMIC ACHIEVEMENT OF GRADE 12 STUDENTS AT A PUBLIC HIGH SCHOOL IN YUNNAN, CHINA

Author: Zixin Zhang, Orlando González

International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)

ISSN 2349-7831

Vol. 9, Issue 2, April 2022 - June 2022

Page No: 156-164

Paper Publications

Website: www.paperpublications.org

Published date: 17-May-2022

DOI: https://doi.org/10.5281/zenodo.6556396

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Notes

International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH), ISSN 2349-7831, Paper Publications, Website: www.paperpublications.org

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