Investigating self-efficacy, anxiety, attitudes and mathematics achievement regarding gender and school type

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Recber S., Işıksal Bostan M., Koc Y.

ANALES DE PSICOLOGIA, vol.34, pp.41-51, 2018 (SCI-Expanded) identifier identifier

  • Publication Type: Article / Article
  • Volume: 34
  • Publication Date: 2018
  • Doi Number: 10.6018/analesps.34.1.229571
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.41-51
  • Keywords: self-efficacy, anxiety, academic achievement, gender, STUDENTS, METAANALYSIS, ELEMENTARY, MULTILEVEL, HORMONES, BELIEFS, CLIMATE, TURKEY, WOMEN, MEN
  • Middle East Technical University Affiliated: Yes


The purpose of this study was to investigate the relationship among seventh grade students' mathematics self-efficacy, mathematics anxiety, attitudes towards mathematics, mathematics achievement, gender and school type. In order to examine the difference in self-efficacy, anxiety, attitude and achievement in terms of gender and school type, two-way ANO-VAs were performed. In addition, multiple regression analysis was run to investigate the role of mathematics self-efficacy, anxiety, attitude, gender and school type in predicting mathematics achievement of seventh grade students. Results revealed that there was a significant main effect of gender on mean mathematics self-efficacy scores, attitude scores, anxiety scores and mathematics achievement. However, school type did not have significant main effect on mean self-efficacy scores, anxiety scores, and achievement scores but have significant effect on attitude scores. Findings also supported that self-efficacy, anxiety, attitude, gender and school type significantly predicted the achievement scores of seventh grade students.