Academic Background, Engagement, and Self-Efficacy: A Correlational Analysis to Academic Achievement of Pre-service Mathematics Teachers
Keywords:
Academic Background, Engagement, Self-Efficacy, Academic Achievement, Pre-service Mathematics Teachers
Abstract
Pre-service mathematics teachers’ academic success is a crucial indicator of effective and competent mathematics educators. Identifying the factors influencing their academic achievement offers valuable insights for teacher preparation programs. This study investigates the interplay between academic background, academic engagement, mathematics self-efficacy, and academic achievement. The study employed a descriptive-correlational research design encompassed 71 pre-service mathematics teachers who participated voluntarily. Findings indicate pre-service teachers had diverse academic backgrounds and held moderate levels of academic achievement, academic engagement, and mathematics self-efficacy. Notably, disparities in mathematics achievement are evident, with male pre-service teachers and those aspiring to specialize in mathematics achieving higher levels. Furthermore, the study underscores a positive correlation between heightened academic engagement, self-efficacy, and enhanced mathematics achievement, underscoring the pivotal role of active engagement and confidence in fostering mathematical proficiency among pre-service teachers.
References
ABS-CBN News (2024, May 31). Too many honor students? DepEd says awards system in schools eliminates pressure, competition. ABS-CBN News. https://news.abs-cbn.com/news/2024/5/31/deped-says-current-awards-system-in-schools-eliminates-pressure-competition-1737
Adeyemi, S. B. (2014). Comparative Study of Pupils’ Academic Performance between Private and Public Primary Schools. World Journal of Education, 4(4). https://doi.org/10.5430/wje.v4n4p55
Adriano, M. N., Manalastas, J., De Jesus, E., & Salvador, O. (2023). Profile, Self-Concept, And Academic Achievement: An Examination of Education Students’ self-Concept. International Journal of Education, Technology and Science, 3(2), 187-208.
Ajai, J. T., & Imoko, B. I. (2015). Gender Differences in Mathematics Achievement and Retention Scores: A Case of Problem-Based Learning Method. International Journal of research in Education and Science, 1(1), 45-50.
Albert, J. R. G., Tabunda, A. M. L., David, C. P. C., Francisco, K. A., Labina, C. S., Cuenca, J. S., & Vizmanos, J. F. V. (2020). Future S&T human resource requirements in the Philippines: A labor market analysis (No. 2020-32). PIDS Discussion Paper Series.
Alipio, M. (2020). Academic adjustment and performance among Filipino freshmen college students in the health sciences: Does senior high school strand matter?.
Allen, J. D. (2005). Grades as Valid Measures of Academic Achievement of Classroom Learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 78(5), 218–223. https://doi.org/10.3200/tchs.78.5.218-223
Alrashidi, O., Phan, H. P., & Ngu, B. H. (2016). Academic engagement: an overview of its definitions, dimensions, and major conceptualisations. International Education Studies, 9(12), 41-52.
Amerstorfer, C. M., & Freiin von Münster-Kistner, C. (2021). Student Perceptions of Academic Engagement and Student-Teacher Relationships in Problem-Based Learning. Frontiers in Psychology, 12(12). https://doi.org/10.3389/fpsyg.2021.713057
Benlahcene, A., Mohamed Abdelrahman, R., Ahmed, M., & Aboudahr, S. M. F. M. (2024). A pathway to engagement: the mediating role of self-efficacy between interpersonal relationships and academic engagement. Cogent Psychology, 11(1), 2330239. https://doi.org/10.1080/23311908.2024.2330239
Carmona-Halty, M. A., Schaufeli, W. B., & Salanova, M. (2019). The Utrecht Work Engagement Scale for Students (UWES–9S): Factorial Validity, Reliability, and Measurement Invariance in a Chilean Sample of Undergraduate University Students. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01017
Chang, D., & cheng Chien, W. (2015, April). Determining the relationship between academic self-efficacy and student engagement by meta-analysis. In 2015 International Conference on Education Reform and Modern Management (pp. 142-145). Atlantis Press.
Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-2018-7
Cuevas, Ma. M., & Berou, M. (2016). Students’ Mathematics Self-Efficacy and Anxiety as Correlates to Academic Performance. University of Bohol Multidisciplinary Research Journal, 4(1). https://doi.org/10.15631/ub.mrj.v4i1.64
Curtis, E. A., Comiskey, C., & Dempsey, O. (2016). Importance and use of correlational research. Nurse Researcher, 23(6), 20–25. https://doi.org/10.7748/nr.2016.e1382
Datu, J. A. D., & Buenconsejo, J. U. (2021). Academic Engagement and Achievement Predict Career Adaptability. The Career Development Quarterly, 69(1), 34–48. https://doi.org/10.1002/cdq.12247
Department of Education (2024). Historical Enrollment Senior High School (Public, Private and SUCsLUCs) SY 2010-2011 to 2020-2021. https://www.deped.gov.ph/alternative-learning-system/resources/facts-and-figures/datasets/
Escalera, J. L., Dimaculangan, M. O., & Escalera, E. S. (2019). Treasure and Pressure of Becoming Honor Students. Journal of Communication in Scientific Inquiry, 1(1), 19-24.
Estévez, I., Rodríguez-Llorente, C., Piñeiro, I., González-Suárez, R., & Valle, A. (2021). School Engagement, Academic Achievement, and Self-Regulated Learning. Sustainability, 13(6), 3011. https://doi.org/10.3390/su13063011
Freitas, E., Bublitz, S., Neves, E., & Guido, L. (2012). Sociodemographic and Academic Profile of Nursing Students of a Public University. J Nurs UFPE on line, 6(10), 2455-62. https://doi.org/10.5205/reuol.3111-24934-1-LE.0610201217
Ghasemi, E., Burley, H (2019). Gender, affect, and math: a cross-national meta-analysis of Trends in International Mathematics and Science Study 2015 outcomes. Large-scale Assess Educ, 7(10). https://doi.org/10.1186/s40536-019-0078-1
Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic Engagement: Current Perspectives on Research and Practice. School Psychology Review, 31(3), 328–349. https://doi.org/10.1080/02796015.2002.12086159
Gutiérrez-de-Rozas, B., López-Martín, E., & Carpintero Molina, E. (2022). Defining the profile of students with low academic achievement: A cross-country analysis through PISA 2018 data. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.910039
Hardie, J. H. (2015). Women’s Work? Predictors of Young Men’s Aspirations for Entering Traditionally Female-dominated Occupations. Sex Roles, 72(7-8), 349–362. https://doi.org/10.1007/s11199-015-0449-1
Jansen, M., Lüdtke, O., & Schroeders, U. (2016). Evidence for a positive relation between interest and achievement: Examining between-person and within-person variation in five domains. Contemporary Educational Psychology, 46, 116–127. https://doi.org/10.1016/j.cedpsych.2016.05.004
Kalaycioglu, D. B. (2015). The influence of socioeconomic status, self-efficacy, and anxiety on Mathematics achievement in England, Greece, Hong Kong, the Netherlands, Turkey, and the USA. Educational Sciences: Theory and Practice, 15(5), 1391-1401. https://doi.org/10.12738/estp.2015.5.2731
Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: An International Journal, 46(3), 517–528. https://doi.org/10.2224/sbp.7054
Liu, J., Peng, P., & Luo, L. (2019). The Relation Between Family Socioeconomic Status and Academic Achievement in China: A Meta-analysis. Educational Psychology Review, 32, 49–76. https://doi.org/10.1007/s10648-019-09494-0
May, D. K. (2009). Mathematics self-efficacy and anxiety questionnaire (Doctoral dissertation, University of Georgia).
Michaelides, M.P., Brown, G.T.L., Eklöf, H., Papanastasiou, E.C. (2019). The Relationship of Motivation with Achievement in Mathematics. In: Motivational Profiles in TIMSS Mathematics. IEA Research for Education, vol 7. Springer, Cham. https://doi.org/10.1007/978-3-030-26183-2_2\
Montano, R.L. (2021). Academic Engagement Predicts Flourishing among Students in Online Learning Setup: the Mediating Role of Psychological Needs. Journal of Psychological and Educational Research, 29.
Moreira, P. A. S., Dias, A., Matias, C., Castro, J., Gaspar, T., & Oliveira, J. (2018). School effects on students’ engagement with school: Academic performance moderates the effect of school support for learning on students’ engagement. Learning and Individual Differences, 67, 67–77. https://doi.org/10.1016/j.lindif.2018.07.007
Nopiah, Z. M., Ismail, N. A., Othman, H., Asshaari, I., Razali, N., Osman, M. H., & Jamalluddin, M. H. (2011, December). Identification of student achievement and academic profile in the Linear Algebra course: An analysis using the Rasch model. In 2011 3rd International Congress on Engineering Education (ICEED) (pp. 197-202). IEEE.
Özcan, B., & Kültür, Y. Z. (2021). The Relationship Between Sources of Mathematics Self-Efficacy and Mathematics Test and Course Achievement in High School Seniors. SAGE Open, 11(3), 215824402110401. https://doi.org/10.1177/21582440211040124
Parker, P. D., Marsh, H. W., Ciarrochi, J., Marshall, S., & Abduljabbar, A. S. (2017). Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes. In Noncognitive psychological processes and academic achievement (pp. 39-58). Routledge. https://doi.org/10.1080/01443410.2013.797339
Pendon, R. P. (2022). Self-Efficacy and Mathematics Performance among College Students: Basis For Development of Mathematics Engagement Training. Journal of Pharmaceutical Negative Results, 1697-1705.
Philippine Statistics Authority (2021). Proportion of Poor Filipinos Registered at 23.7 Percent in the First Semester of 2021. Psa.gov.ph. https://psa.gov.ph/content/proportion-poor-filipinos-registered-237-percent-first-semester-2021#:~:text=This%20translates%20to%2026.14%20million
Punzalan, C. H. (2022). STEM interests and future career perspectives of junior high school students: A gender study. International Journal of Research in Education and Science (IJRES), 8(1), 93-102. https://doi.org/10.46328/ijres.2537
Reilly, D., Neumann, D. L., & Andrews, G. (2017). Investigating Gender Differences in Mathematics and Science: Results from the 2011 Trends in Mathematics and Science Survey. Research in Science Education, 49(1), 25–50. https://doi.org/10.1007/s11165-017-9630-6
Ribeiro, L., Rosário, P., Núñez, J. C., Gaeta, M., & Fuentes, S. (2019). First-Year Students Background and Academic Achievement: The Mediating Role of Student Engagement. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02669
Roman, A. G. (2019). Curriculum implementation and performance of mathematics education students in one state university in the Philippines. Asian Journal of Multidisciplinary Studies, 2(2), 65-72.
Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and Psychological Measurement, 66(4), 701–716. https://doi.org/10.1177/0013164405282471
Schöber, C., Schütte, K., Köller, O., McElvany, N., & Gebauer, M. M. (2018). Reciprocal effects between self-efficacy and achievement in mathematics and reading. Learning and Individual Differences, 63, 1-11. https://doi.org/10.1016/j.lindif.2018.01.008
Stoet, G., & Geary, D. C. (2015). Sex differences in academic achievement are not related to political, economic, or social equality. Intelligence, 48, 137–151. https://doi.org/10.1016/j.intell.2014.11.006
Trowler, V. (2010). Student engagement literature review. The higher education academy, 11(1), 1-15.
UNESCO. (2023). Gender equality in and through the teaching profession. Unesco.org. https://www.unesco.org/en/articles/gender-equality-and-through-teaching-profession
Villa, E. A., & Sebastian, M. A. (2021). Achievement Motivation, Locus of Control and Study Habits as Predictors of Mathematics Achievement of New College Students. International Electronic Journal of Mathematics Education, 16(3), em0661. https://doi.org/10.29333/iejme/11297
Ye Shengyao, Hashem Salarzadeh Jenatabadi, Ye Mengshi, Chen Minqin, Xuefen, L., & Mustafa, Z. (2024). Academic resilience, self-efficacy, and motivation: the role of parenting style. Scientific Reports, 14(1). https://doi.org/10.1038/s41598-024-55530-7
Yurt, E. (2014). The predictive power of self-efficacy sources for mathematics achievement. Egitim Ve Bilim-Education and Science, 39(176). https://doi.org/10.15390/eb.2014.3443
Zakariya, Y. F. (2022). Improving students’ mathematics self-efficacy: A systematic review of intervention studies. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.986622
Zhao, Y., & Yang, L. (2022). Examining the relationship between perceived teacher support and students’ academic engagement in foreign language learning: Enjoyment and boredom as mediators. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.987554
Zuya, H. E., Kwalat, S. K., & Attah, B. G. (2016). Pre-Service Teachers’ Mathematics Self-Efficacy and Mathematics Teaching Self-Efficacy. Journal of Education and Practice, 7(14), 93-98.
Adeyemi, S. B. (2014). Comparative Study of Pupils’ Academic Performance between Private and Public Primary Schools. World Journal of Education, 4(4). https://doi.org/10.5430/wje.v4n4p55
Adriano, M. N., Manalastas, J., De Jesus, E., & Salvador, O. (2023). Profile, Self-Concept, And Academic Achievement: An Examination of Education Students’ self-Concept. International Journal of Education, Technology and Science, 3(2), 187-208.
Ajai, J. T., & Imoko, B. I. (2015). Gender Differences in Mathematics Achievement and Retention Scores: A Case of Problem-Based Learning Method. International Journal of research in Education and Science, 1(1), 45-50.
Albert, J. R. G., Tabunda, A. M. L., David, C. P. C., Francisco, K. A., Labina, C. S., Cuenca, J. S., & Vizmanos, J. F. V. (2020). Future S&T human resource requirements in the Philippines: A labor market analysis (No. 2020-32). PIDS Discussion Paper Series.
Alipio, M. (2020). Academic adjustment and performance among Filipino freshmen college students in the health sciences: Does senior high school strand matter?.
Allen, J. D. (2005). Grades as Valid Measures of Academic Achievement of Classroom Learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 78(5), 218–223. https://doi.org/10.3200/tchs.78.5.218-223
Alrashidi, O., Phan, H. P., & Ngu, B. H. (2016). Academic engagement: an overview of its definitions, dimensions, and major conceptualisations. International Education Studies, 9(12), 41-52.
Amerstorfer, C. M., & Freiin von Münster-Kistner, C. (2021). Student Perceptions of Academic Engagement and Student-Teacher Relationships in Problem-Based Learning. Frontiers in Psychology, 12(12). https://doi.org/10.3389/fpsyg.2021.713057
Benlahcene, A., Mohamed Abdelrahman, R., Ahmed, M., & Aboudahr, S. M. F. M. (2024). A pathway to engagement: the mediating role of self-efficacy between interpersonal relationships and academic engagement. Cogent Psychology, 11(1), 2330239. https://doi.org/10.1080/23311908.2024.2330239
Carmona-Halty, M. A., Schaufeli, W. B., & Salanova, M. (2019). The Utrecht Work Engagement Scale for Students (UWES–9S): Factorial Validity, Reliability, and Measurement Invariance in a Chilean Sample of Undergraduate University Students. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01017
Chang, D., & cheng Chien, W. (2015, April). Determining the relationship between academic self-efficacy and student engagement by meta-analysis. In 2015 International Conference on Education Reform and Modern Management (pp. 142-145). Atlantis Press.
Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-2018-7
Cuevas, Ma. M., & Berou, M. (2016). Students’ Mathematics Self-Efficacy and Anxiety as Correlates to Academic Performance. University of Bohol Multidisciplinary Research Journal, 4(1). https://doi.org/10.15631/ub.mrj.v4i1.64
Curtis, E. A., Comiskey, C., & Dempsey, O. (2016). Importance and use of correlational research. Nurse Researcher, 23(6), 20–25. https://doi.org/10.7748/nr.2016.e1382
Datu, J. A. D., & Buenconsejo, J. U. (2021). Academic Engagement and Achievement Predict Career Adaptability. The Career Development Quarterly, 69(1), 34–48. https://doi.org/10.1002/cdq.12247
Department of Education (2024). Historical Enrollment Senior High School (Public, Private and SUCsLUCs) SY 2010-2011 to 2020-2021. https://www.deped.gov.ph/alternative-learning-system/resources/facts-and-figures/datasets/
Escalera, J. L., Dimaculangan, M. O., & Escalera, E. S. (2019). Treasure and Pressure of Becoming Honor Students. Journal of Communication in Scientific Inquiry, 1(1), 19-24.
Estévez, I., Rodríguez-Llorente, C., Piñeiro, I., González-Suárez, R., & Valle, A. (2021). School Engagement, Academic Achievement, and Self-Regulated Learning. Sustainability, 13(6), 3011. https://doi.org/10.3390/su13063011
Freitas, E., Bublitz, S., Neves, E., & Guido, L. (2012). Sociodemographic and Academic Profile of Nursing Students of a Public University. J Nurs UFPE on line, 6(10), 2455-62. https://doi.org/10.5205/reuol.3111-24934-1-LE.0610201217
Ghasemi, E., Burley, H (2019). Gender, affect, and math: a cross-national meta-analysis of Trends in International Mathematics and Science Study 2015 outcomes. Large-scale Assess Educ, 7(10). https://doi.org/10.1186/s40536-019-0078-1
Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic Engagement: Current Perspectives on Research and Practice. School Psychology Review, 31(3), 328–349. https://doi.org/10.1080/02796015.2002.12086159
Gutiérrez-de-Rozas, B., López-Martín, E., & Carpintero Molina, E. (2022). Defining the profile of students with low academic achievement: A cross-country analysis through PISA 2018 data. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.910039
Hardie, J. H. (2015). Women’s Work? Predictors of Young Men’s Aspirations for Entering Traditionally Female-dominated Occupations. Sex Roles, 72(7-8), 349–362. https://doi.org/10.1007/s11199-015-0449-1
Jansen, M., Lüdtke, O., & Schroeders, U. (2016). Evidence for a positive relation between interest and achievement: Examining between-person and within-person variation in five domains. Contemporary Educational Psychology, 46, 116–127. https://doi.org/10.1016/j.cedpsych.2016.05.004
Kalaycioglu, D. B. (2015). The influence of socioeconomic status, self-efficacy, and anxiety on Mathematics achievement in England, Greece, Hong Kong, the Netherlands, Turkey, and the USA. Educational Sciences: Theory and Practice, 15(5), 1391-1401. https://doi.org/10.12738/estp.2015.5.2731
Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: An International Journal, 46(3), 517–528. https://doi.org/10.2224/sbp.7054
Liu, J., Peng, P., & Luo, L. (2019). The Relation Between Family Socioeconomic Status and Academic Achievement in China: A Meta-analysis. Educational Psychology Review, 32, 49–76. https://doi.org/10.1007/s10648-019-09494-0
May, D. K. (2009). Mathematics self-efficacy and anxiety questionnaire (Doctoral dissertation, University of Georgia).
Michaelides, M.P., Brown, G.T.L., Eklöf, H., Papanastasiou, E.C. (2019). The Relationship of Motivation with Achievement in Mathematics. In: Motivational Profiles in TIMSS Mathematics. IEA Research for Education, vol 7. Springer, Cham. https://doi.org/10.1007/978-3-030-26183-2_2\
Montano, R.L. (2021). Academic Engagement Predicts Flourishing among Students in Online Learning Setup: the Mediating Role of Psychological Needs. Journal of Psychological and Educational Research, 29.
Moreira, P. A. S., Dias, A., Matias, C., Castro, J., Gaspar, T., & Oliveira, J. (2018). School effects on students’ engagement with school: Academic performance moderates the effect of school support for learning on students’ engagement. Learning and Individual Differences, 67, 67–77. https://doi.org/10.1016/j.lindif.2018.07.007
Nopiah, Z. M., Ismail, N. A., Othman, H., Asshaari, I., Razali, N., Osman, M. H., & Jamalluddin, M. H. (2011, December). Identification of student achievement and academic profile in the Linear Algebra course: An analysis using the Rasch model. In 2011 3rd International Congress on Engineering Education (ICEED) (pp. 197-202). IEEE.
Özcan, B., & Kültür, Y. Z. (2021). The Relationship Between Sources of Mathematics Self-Efficacy and Mathematics Test and Course Achievement in High School Seniors. SAGE Open, 11(3), 215824402110401. https://doi.org/10.1177/21582440211040124
Parker, P. D., Marsh, H. W., Ciarrochi, J., Marshall, S., & Abduljabbar, A. S. (2017). Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes. In Noncognitive psychological processes and academic achievement (pp. 39-58). Routledge. https://doi.org/10.1080/01443410.2013.797339
Pendon, R. P. (2022). Self-Efficacy and Mathematics Performance among College Students: Basis For Development of Mathematics Engagement Training. Journal of Pharmaceutical Negative Results, 1697-1705.
Philippine Statistics Authority (2021). Proportion of Poor Filipinos Registered at 23.7 Percent in the First Semester of 2021. Psa.gov.ph. https://psa.gov.ph/content/proportion-poor-filipinos-registered-237-percent-first-semester-2021#:~:text=This%20translates%20to%2026.14%20million
Punzalan, C. H. (2022). STEM interests and future career perspectives of junior high school students: A gender study. International Journal of Research in Education and Science (IJRES), 8(1), 93-102. https://doi.org/10.46328/ijres.2537
Reilly, D., Neumann, D. L., & Andrews, G. (2017). Investigating Gender Differences in Mathematics and Science: Results from the 2011 Trends in Mathematics and Science Survey. Research in Science Education, 49(1), 25–50. https://doi.org/10.1007/s11165-017-9630-6
Ribeiro, L., Rosário, P., Núñez, J. C., Gaeta, M., & Fuentes, S. (2019). First-Year Students Background and Academic Achievement: The Mediating Role of Student Engagement. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02669
Roman, A. G. (2019). Curriculum implementation and performance of mathematics education students in one state university in the Philippines. Asian Journal of Multidisciplinary Studies, 2(2), 65-72.
Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and Psychological Measurement, 66(4), 701–716. https://doi.org/10.1177/0013164405282471
Schöber, C., Schütte, K., Köller, O., McElvany, N., & Gebauer, M. M. (2018). Reciprocal effects between self-efficacy and achievement in mathematics and reading. Learning and Individual Differences, 63, 1-11. https://doi.org/10.1016/j.lindif.2018.01.008
Stoet, G., & Geary, D. C. (2015). Sex differences in academic achievement are not related to political, economic, or social equality. Intelligence, 48, 137–151. https://doi.org/10.1016/j.intell.2014.11.006
Trowler, V. (2010). Student engagement literature review. The higher education academy, 11(1), 1-15.
UNESCO. (2023). Gender equality in and through the teaching profession. Unesco.org. https://www.unesco.org/en/articles/gender-equality-and-through-teaching-profession
Villa, E. A., & Sebastian, M. A. (2021). Achievement Motivation, Locus of Control and Study Habits as Predictors of Mathematics Achievement of New College Students. International Electronic Journal of Mathematics Education, 16(3), em0661. https://doi.org/10.29333/iejme/11297
Ye Shengyao, Hashem Salarzadeh Jenatabadi, Ye Mengshi, Chen Minqin, Xuefen, L., & Mustafa, Z. (2024). Academic resilience, self-efficacy, and motivation: the role of parenting style. Scientific Reports, 14(1). https://doi.org/10.1038/s41598-024-55530-7
Yurt, E. (2014). The predictive power of self-efficacy sources for mathematics achievement. Egitim Ve Bilim-Education and Science, 39(176). https://doi.org/10.15390/eb.2014.3443
Zakariya, Y. F. (2022). Improving students’ mathematics self-efficacy: A systematic review of intervention studies. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.986622
Zhao, Y., & Yang, L. (2022). Examining the relationship between perceived teacher support and students’ academic engagement in foreign language learning: Enjoyment and boredom as mediators. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.987554
Zuya, H. E., Kwalat, S. K., & Attah, B. G. (2016). Pre-Service Teachers’ Mathematics Self-Efficacy and Mathematics Teaching Self-Efficacy. Journal of Education and Practice, 7(14), 93-98.
Published
2025-01-27
How to Cite
Vergara, C. R. (2025). Academic Background, Engagement, and Self-Efficacy: A Correlational Analysis to Academic Achievement of Pre-service Mathematics Teachers. European Journal of Science, Innovation and Technology, 5(1), 1-17. Retrieved from https://ejsit-journal.com/index.php/ejsit/article/view/597
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Copyright (c) 2025 Christopher R. Vergara
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