Students’ self-efficacy in mathematics academic achievement: Do teachers’ personality traits matter?
DOI:
https://doi.org/10.56916/ejip.v3i1.522Keywords:
Self-efficacy, secondary students, teachers’ personality traits, math academic achievementAbstract
Students' academic achievement is influenced by a wide range of factors, ranging from individual, family-related, school-related, and societal factors. The current study explores the effect of students’ self-efficacy (SSEF) on math academic achievement among secondary students, with a specific focus on the potential moderating role of teachers' personality traits (TPTS). To achieve the study objective, an epistemological-positivist research paradigm and cross-sectional research design were used to guide the study. Confirmatory factor analysis (CFA) and PROCESS macro were employed for data analysis. The results reveal a significant and positive correlation between SSEF beliefs and their math academic achievement (β = 0.4525, p = 0.0000). Moreover, the results demonstrate that the effect of SSEF on math academic achievement is significantly increasing at the increased level of TPTS (β = 0.0572, p = 0.0089), affirming the crucial role of TPTS in shaping SSEF and math academic endeavours. These findings hold relevant for educators, schools’ administrators, and policymakers. Among others, the study recommends the need to design and implement training programs, workshops, seminars and offer teaching tools that nurture and cultivate SSEF, self-esteem, and TPTS in shaping students' trajectories of math success. This study unravels the intricate interplay between self-efficacy, TPTS, and secondary students' achievements in the realm of mathematics. By so doing, the study contributes to both theoretical knowledge and practical insights, offering a deeper understanding of the complex factors influencing academic success in math among secondary students.
References
Aarti, M. and Kadian, R. (2022), Modeling academic performance through personality traits, self efficacy, disaffection among university students. Journal of Applied Research in Higher Education, 15(5), 1353-1369. https://doi.org/10.1108/JARHE-05-2022-0133.
Abidin, Z., Mathrani, A., & Hunter, R. (2018). Gender-related differences in the use of technology in mathematics classrooms: Student participation, learning strategies and attitudes. The International Journal of Information and Learning Technology, 35(4), 266-284. https://doi.org/10.1108/IJILT-11-2017-0109
Aharony, N., Bouhnik, D., & Reich, N. (2020). Readiness for information security of teachers as a function of their personality traits and their assessment of threats. Aslib Journal of Information Management, 72(5), 787-812. https://doi.org/10.1108/AJIM-12-2019-0371
Ahmed, S., Rehman, F., & Sheikh, A. (2019). Impact of personality traits on information needs and seeking behavior of LIS students in Pakistan. Information Discovery and Delivery, 47(3), 125-134. https://doi.org/10.1108/IDD-09-2018-0046
Agyemang, F. G., Dzandu, M. D., & Boateng, H. (2016). Knowledge sharing among teachers: the role of the Big Five Personality traits. VINE Journal of Information and Knowledge Management Systems, 46(1), 64-84. https://doi.org/10.1108/VJIKMS-12-2014-0066
Alhadabi, A., & Karpinski, A. C. (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in University students. International Journal of Adolescence and Youth, 25(1), 519-535. https://doi.org/10.1080/02673843.2019.1679202
Arens, A. K., Frenzel, A. C., & Goetz, T. (2022). Self-concept and self-efficacy in math: Longitudinal interrelations and reciprocal linkages with achievement. The Journal of Experimental Education, 90(3), 615-633. https://doi.org/10.1080/00220973.2020.1786347
Asad, M. M., Khan, S., Sherwani, F., & Banerjee, J. S. (2022). Impact of asynchronous Web-based learning environment on students' interest and motivation in mathematics: a quantitative research study. The International Journal of Information and Learning Technology, 39(4), 340-359. https://doi.org/10.1108/IJILT-10-2021-0159
Arthur, Y. D., Dogbe, C. S. K., & Asiedu-Addo, S. K. (2022). Modeling students' mathematics achievement and performance through teaching quality: SERVQUAL perspective. Journal of Applied Research in Higher Education, 14(4), 1509-1523. https://doi.org/10.1108/JARHE-06-2021-0243
Bandura, A. (2012). Social cognitive theory. in Handbook of Theories of Social Psychology, Vol. 1, eds P. M. Van Lange, A. W. Kruglanski, and E. Higgins (Thousand Oaks, CA: Sage Publications Ltd), 349–373.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York, NY: W. H. Freeman and Company.
Barati, M., Taheri-Kharameh, Z., Farghadani, Z., & Rásky, É. (2019). Validity and reliability evaluation of the Persian version of the heart failure-specific health literacy scale. International Journal of Community Based Nursing and Midwifery, 7(3), 222. https://doi.org/10.30476%2FIJCBNM.2019.44997
Berkovich, I., & Eyal, O. (2021). Teachers’ Big Five personality traits, emotion regulation patterns, and moods: Mediation and prototype analyses. Research papers in education, 36(3), 332-354. https://doi.org/10.1080/02671522.2019.1677758
Bezzina, F. H. (2010). Investigating gender differences in mathematics performance and in self‐regulated learning: An empirical study from Malta. Equality, Diversity and Inclusion: An International Journal, 29(7), 669-693. https://doi.org/10.1108/02610151011074407
Cheung, A. C. K., Wong, K. L., Wang, H. F., & Dai, J. B. (2023). Effect of a student teaching internship program on the self-efficacy of pre-service teachers in rural China. International Journal of Educational Management, 37(2), 373-392. https://doi.org/10.1108/IJEM-03-2021-0081
Deepa, M. (2005). Assessing mathematics self-efficacy of diverse students from secondary schools in Auckland: implications for academic achievement. Issues in Educational Research, 15(1), 37-68 http://www.iier.org.au/iier15/marat.html
Dennis, M.S. (2022). Intensive Intervention for Students with Mathematics Learning Difficulties. Tankersley, M., Cook, B.G. and Landrum, T.J. (Ed.) Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities (Advances in Learning and Behavioral Disabilities, Vol. 32), Emerald Publishing Limited, Leeds, pp. 167-188. https://doi.org/10.1108/S0735-004X20220000032010
Eichelberger, R. T. (1989). Disciplined inquiry: Understanding and doing educational research. Addison-Wesley Longman.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
Frank, T. J. (2018). Teaching our kids: Unpacking an African-American mathematics teacher’s understanding of mathematics identity. Journal for Multicultural Education, 12(2), 144-160. https://doi.org/10.1108/JME-04-2017-0025
Gopal, K., Salim, N. R., & Ayub, A. F. M. (2020). Study on mathematics self-efficacy and anxiety among malaysian upper secondary students using fuzzy conjoint analysis. Malaysian Journal of Mathematical Sciences, 14, 63-79.
Gulistan, M., Athar Hussain, M., & Mushtaq, M. (2017). Relationship between Mathematics Teachers' Self Efficacy and Students' Academic Achievement at Secondary Level. Bulletin of education and research, 39(3), 171-182. https://eric.ed.gov/?id=EJ1210137
Hair Jr, J. F., Howard, M. C., & Nitzl, C. (2020). Assessing measurement model quality in PLS-SEM using confirmatory composite analysis. Journal of Business Research, 109, 101-110. https://doi.org/10.1016/j.jbusres.2019.11.069
Harman, H. H. (1967). Modern factor analysis, Chicago, IL: The University of Chicago Press.
Hayes, A.F. (2022). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach, 3rd ed. The Guilford Press, New York.
Hinnant-Crawford, B. N., Faison, M. Z., & Chang, M. L. (2016). Culture as mediator: Co-regulation, self-regulation, and middle school mathematics achievement. Journal for Multicultural Education, 10(3), 274-293. https://doi.org/10.1108/JME-05-2016-0032
Israel, B. (2023). Mediating effect of integrated health commodities procurement system on the relationship between responsiveness and health service delivery. International Journal of Health Governance. https://doi.org/10.1108/IJHG-03-2023-0028
Jamil, N. L., & Mahmud, S. N. D. (2019). Self-efficacy relationship on science achievement amongst national secondary school students. Creative Education, 10(11), 2509. http://www.scirp.org/journal/Paperabs.aspx?PaperID=96609
Kaur, B., Ferrucci, B. J., & Carter, J. A. (2004). Department heads’ perceptions of their influence on mathematics achievement in Singapore and the United States. International Journal of Educational Management, 18(2), 93-99. https://doi.org/10.1108/09513540410522225
Kessler, A., Boston, M., & Stein, M. K. (2019). Exploring how teachers support students’ mathematical learning in computer-directed learning environments. Information and Learning Sciences, 121(1/2), 52-78. https://doi.org/10.1108/ILS-07-2019-0075
Kim, L. E., Dar-Nimrod, I., & MacCann, C. (2018). Teacher personality and teacher effectiveness in secondary school: Personality predicts teacher support and student self-efficacy but not academic achievement. Journal of educational psychology, 110(3), 309. https://doi.org/10.1037/edu0000217
Kihwele, J. E., & Mkomwa, J. (2022). Promoting students’ interest and achievement in mathematics through “King and Queen of Mathematics” initiative. Journal of Research in Innovative Teaching & Learning, 16(1), 115-133. https://doi.org/10.1108/JRIT-12-2021-0083
Kyaruzi, F. (2019). The Role of Self-efficacy and Use of Teachers' Feedback on Students' Mathematics Performance in Tanzanian Secondary Schools. Journal of Education, Humanities & Sciences, 8(1).
Kyaruzi, F. (2023). Impact of gender on sources of students’ self-efficacy in Mathematics in Tanzanian secondary schools. International Journal of School & Educational Psychology, 11(1), 72-85. https://doi.org/10.1080/21683603.2021.1945512
Lent, R. W., Sheu, H. B., Miller, M. J., Cusick, M. E., Penn, L. T., & Truong, N. N. (2018). Predictors of science, technology, engineering, and mathematics choice options: A meta-analytic path analysis of the social–cognitive choice model by gender and race/ethnicity. Journal of counseling psychology, 65(1), 17. https://doi.org/10.1037/cou0000243
LeSage, A. (2012). Adapting math instruction to support prospective elementary teachers. Interactive Technology and Smart Education, 9(1), 16-32. https://doi.org/10.1108/17415651211228077
Maamari, B. E., & Salloum, Y. N. (2023). The effect of high emotionally intelligent teachers on their teaching effectiveness at universities: the moderating effect of personality traits. International Journal of Educational Management, 37(3), 575-590. https://doi.org/10.1108/IJEM-12-2020-0565
Moldasheva, G., & Mahmood, M. (2014). Personality, learning strategies, and academic performance: Evidence from post-Soviet Kazakhstan. Education+ Training, 56(4), 343-359. https://doi.org/10.1108/ET-10-2012-0101
Opstad, L. (2018). Success in business studies and mathematical background: The case of Norway. Journal of Applied Research in Higher Education, 10(3), 399-408. https://doi.org/10.1108/JARHE-11-2017-0136
Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: a critical review of the literature and recommended remedies. Journal of applied psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879
Rezaei, O., Vasheghani Farahani, M., & Musaei Sejzehei, F. (2019). Relationship between novice versus experienced EFL teacher’s Big Five personality traits and their ambiguity tolerance and risk taking. Journal of Applied Research in Higher Education, 11(3), 342-351. https://doi.org/10.1108/JARHE-08-2018-0172
Rubenstein, L. D., Ridgley, L. M., Callan, G. L., Karami, S., & Ehlinger, J. (2018). How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory perspective. Teaching and Teacher Education, 70, 100-110. https://doi.org/10.1016/j.tate.2017.11.012
Saadat, Z., & Sultana, A. M. (2023). Understanding gender disparity: factors affecting higher education self-efficacy of students in Malaysia. Journal of Science and Technology Policy Management. https://doi.org/10.1108/JSTPM-10-2022-0165.
Saunders, M., Lewis, P. and Thornhill, A. (2019). Research Methods for Business Students, 8thed. Pearson Education Limited, Harlow.
Shaninah, F. S. E., & Mohd Noor, M. H. (2023). The impact of big five personality trait in predicting student academic performance. Journal of Applied Research in Higher Education. https://doi.org/10.1108/JARHE-08-2022-0274.
Tevfik, K. and Güler, T. (2021). The Effect of Mathematics Teachers' Self-Efficacy and Leadership Styles on Students' Mathematical Achievement and Attitudes. Athens Journal of Education, 8(3), 221-237.
URT, (2022), Population and Housing Census - Administrative units Population Distribution and Age and Sex Distribution Reports. National Bureau of Statistics, Dodoma, Tanzania.
Tayyaba, S. (2010). Mathematics achievement in middle school level in Pakistan: Findings from the first national assessment. International Journal of Educational Management, 24(3), 221-249. https://doi.org/10.1108/09513541011031583
Tsai, P., & Antoniou, P. (2021). Teacher job satisfaction in Taiwan: making the connections with teacher attitudes, teacher self-efficacy and student achievement. International Journal of Educational Management, 35(5), 1016-1029. https://doi.org/10.1108/IJEM-02-2020-0114
Warren, L., Reilly, D., Herdan, A., & Lin, Y. (2021). Self-efficacy, performance and the role of blended learning. Journal of Applied Research in Higher Education, 13(1), 98-111. https://doi.org/10.1108/JARHE-08-2019-0210
Williams, K. L., Burt, B. A., & Hilton, A. A. (2016). Math achievement: A role strain and adaptation approach. Journal for Multicultural Education, 10(3), 368-383. https://doi.org/10.1108/JME-01-2016-0005
Wood, R., & Bandura, A. (1989). Social cognitive theory of organizational management. Academy of management Review, 14(3), 361-384. https://doi.org/10.5465/amr.1989.4279067
Yokoyama, S. (2019). Academic self-efficacy and academic performance in online learning: A mini review. Frontiers in psychology, 9, 2794. https://doi.org/10.3389/fpsyg.2018.02794.
Zadok, A., & Benoliel, P. (2023). Middle-leaders' transformational leadership: big five traits and teacher commitment. International Journal of Educational Management, 37(4), 810-829. https://doi.org/10.1108/IJEM-12-2022-0541
Zientek, L., Dorsey, J., Stano, N., & Lane, F. C. (2019). An investigation of self-efficacy of students enrolled in a mathematics pathway course. Journal of Applied Research in Higher Education, 11(3), 636-652. https://doi.org/10.1108/JARHE-10-2018-0207
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Peter Emeda Tengaa
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
