Mathematics Self-efficacy and Learning Performance among

Senior High School Students

A Research Paper Presented To

The Faculty of Senior High School

Filamer Christian University, Inc. Roxas City, Capiz

In partial fulfillment of

The Requirements for Practical Research 2

Of Science, Technology, Engineering, and Mathematics (STEM)

By

Kenneth Ambion
Khian Amir Daniel
Godwin Delatina
John Roger Fanugon
Quian Kent Gonzales
Kisha Nichole Guinsatao
(CURIE 12)

August 2025
 Chapter 2

Review of Related Literature

The Second chapter addresses three topics, namely:(1)

Learning Performance, (2), Mathematics Self-efficacy (3)

Synthesis.

The First Part, explores what Learning Performance is,

the concept of learning performance, factors that influence

it, and its relation to self-efficacy.

The Second Part, discusses mathematics Self-efficacy

theories, definitions, and previous findings related to the

learners’ confidence in their ability to excel in

mathematical tasks.

The Third Part, Synthesis, Presents the summary of

literature and studies reviewed.

Learning Performance

Learning performance has long been a central focus of

educational research, as it reflects the extent to which

students successfully achieve learning goals. According to

Honicke and Broadbent (2016), learning self-efficacy has a

moderate to strong positive relationship with student

performance, suggesting that learners who believe in their

abilities tend to achieve better outcomes. Similarly,

Dunlosky et al. (2015) highlighted that effective learning

strategies such as self-testing, summarization, and spaced

repetition enhance long-term retention and improve

achievement. These findings indicate that performance is

influenced not only by intellectual ability but also by

psychological, motivational, and behavioral factors.

Self-confidence and self-perception are critical

psychological elements influencing performance. In the

context of STEM disciplines, Zeldin and Pajares (2015) found

that female students’ academic choices and performance were

significantly shaped by their confidence levels. Luo et al.

(2022) further demonstrated that students with higher self-

esteem developed stronger learning self-efficacy over time,

leading to better outcomes. Likewise, Komarraju and Nadler

(2016) and Vuong et al. (2015) emphasized that self-

confidence enhances intrinsic motivation, persistence, and

engagement, which directly contribute to higher performance.

More recent studies reinforce this link: Putwain et al.

(2020) reported that confident students adopt adaptive

behaviors like goal setting and persistence, while a 2025

study found that mathematics self-efficacy moderates the

effect of self-regulated learning on problem-solving skills.

 Collectively, these findings suggest that confidence-

related constructs play a foundational role in shaping

academic performance. Research has consistently confirmed

that self-efficacy predicts academic success. Sawhney (2011)

found a significant positive correlation between self-

efficacy and achievement among high school students,

underscoring the importance of belief in one’s capabilities.

Mangaoil (2018) also identified psychological factors—such

as study habits, attitudes, and persistence—as significant

determinants of performance, especially in English and

Mathematics. Similarly, Bentil (2023) and Reylan et al.

(2019) argued that effective study habits enhance

reflection, critical thinking, and overall performance,

while poor study habits limit academic growth. These

findings highlight the need to cultivate strong academic

self-efficacy and effective study practices among learners.

Beyond individual factors, the family and learning

environment significantly affect performance. Farook (2020)

found that parental involvement, particularly in the form of

autonomy support and learning assistance, fosters self-

regulated learning and improves academic outcomes. Ma et al.

(2016) and Boonk et al. (2018) similarly emphasized that

parental support positively influences student learning,

though inconsistencies exist in defining the scope of such

involvement (Shute et al., 2011). These findings suggest

that while external factors matter, they interact with

students’ self-efficacy and study habits in shaping

performance.

At the systemic level, international assessments such

as PISA and TIMMS highlight the importance of investing in

education to improve student performance (OECD, 2018;

UNESCO, 2019). Researchers argue that learning performance

is a key determinant of future opportunities (von Stumm et

al., 2011; Flashman, 2012), which underscores the urgency of

identifying predictors of success, such as self-efficacy.

Meta-analyses (Credé & Kuncel, 2008; Credé et al., 2017)

further show that factors like teaching methods, school

resources, and teacher support significantly shape outcomes,

but among these, mathematics self-efficacy consistently

emerges as a strong predictor of performance (Özcan &

Kültür, 2021; NAEP 2019/2024).

Mathematics Self-efficacy

Mathematics self-efficacy, defined as an individual’s belief

in their ability to successfully perform mathematical tasks, has

been consistently identified as a critical predictor of students’

achievement in mathematics. Research shows that students with

higher self-efficacy are more willing to engage in problem-

solving, persist through challenges, and achieve better outcomes

(Pajares, 2016; Zakariya, 2020). Compared to other factors such

as prior knowledge or intelligence, self-efficacy often exerts

stronger predictive power on student performance (Zakariya,

2020).

Numerous studies confirm the strong link between

mathematics self-efficacy and academic achievement. Ayotola

and Adedeji (2017) found that undergraduates with higher

self-efficacy performed better in advanced mathematics

courses. Similarly, Çiftçi and Yıldız (2019), using TIMSS

data, concluded that students with higher confidence

consistently outperformed peers with lower confidence. Yao

et al. (2024) further demonstrated, through a large-scale

quantitative study in the U.S., that mathematics self-

efficacy was a significant predictor of achievement even

after controlling for demographic variables, with each one-

point gain in self-efficacy translating to a 7–9 point

increase in math scores. This evidence underscores that

confidence in mathematical ability not only influences

individual success but also contributes to school-wide

performance.

Beyond direct achievement, mathematics self-efficacy

interacts with other psychological constructs. For example,

Suárez-Álvarez et al. (2016) and Sari et al. (2022) found

that self-efficacy reduces the negative effects of math

anxiety, thereby supporting emotional well-being and

achievement. Villavicencio and Bernardo (2016), in a

Philippine context, also reported that self-efficacy

indirectly affects achievement by lowering academic anxiety

and promoting positive achievement emotions. In Ghana,

Agbornu and Edekor (2020) revealed that 32% of variance in

mathematics achievement could be explained by differences in

self-efficacy, suggesting that task-specific confidence is

more influential than general self-concept.

The role of mathematics self-efficacy has also been

studied in varying educational contexts. During the COVID-19

pandemic, Bandura-based interventions were used to

strengthen students’ confidence in online mathematics

classes (Hartmann et al., 2021). Results showed that

students with higher self-efficacy adapted more effectively

to digital learning environments. Similarly, cultural

settings also highlight different dimensions: in Indonesia,

mathematics self-efficacy was found to be at a moderate

level yet positively correlated with numeracy skills, while

in Nigeria, Asanre et al. (2024) reported that behavioral,

emotional, and cognitive engagement significantly predicted

students’ self-efficacy levels. These findings indicate that

both internal beliefs and external learning environments

play important roles in shaping self-efficacy.

Gender differences in mathematics self-efficacy

continue to draw attention. Huang (2016) found that male

students often report higher self-efficacy, yet

collaborative learning and contextualized problem-solving

reduce this gap. Chen et al. (2021) confirmed that female

students particularly benefit from collaborative learning

strategies, which enhance self-efficacy and improve

mathematics outcomes. Teacher support and feedback also play

a central role, as Phan and Ngu (2017) highlighted that

mastery experiences and constructive feedback significantly

boost students’ confidence in mathematics.

Systematic reviews have shown that interventions

targeting self-efficacy are most effective when they

emphasize mastery experiences, peer modeling, and feedback

(Frontiers in Psychology, 2022). A recent intervention study

in 2024 used Solution-Focused Based Therapy (SFBT) to

enhance mathematics self-efficacy among college students,

demonstrating measurable improvements. These findings

suggest that building students’ confidence requires

intentional instructional practices and combined strategies

rather than isolated interventions.

 Taken together, this body of research establishes

mathematics self-efficacy as both a cognitive and emotional

regulator of learning. It influences not only academic

performance but also engagement, persistence, and career

pathways. For instance, Wang et al. (2015) found that

adolescents with strong self-efficacy were more likely to

pursue mathematics-intensive majors, which has direct

implications for senior high school learners preparing for

STEM-related careers. By fostering self-efficacy, educators

can help students overcome anxiety, engage more deeply in

learning, and access broader opportunities in higher

education and professional fields.

Synthesis

Learning performance is shaped not only by intellectual

ability but also by psychological and motivational factors that

influence how students approach learning. Among these, self-

efficacy plays a central role. Students who believe in their

abilities are more likely to engage actively, persist through

challenges, and adopt effective study habits, all of which lead

to improved outcomes. Conversely, low confidence often results in

anxiety, disengagement, and poor achievement. This highlights

that confidence-related factors are fundamental in determining

students’ overall learning performance.

 Within this framework, mathematics self-efficacy

consistently emerges as a strong predictor of mathematics

achievement. Learners with higher confidence in their

mathematical abilities achieve better results, adapt more

effectively to academic demands, and demonstrate resilience

in facing difficulties. Mathematics self-efficacy also

regulates emotional aspects of learning by lowering anxiety

and fostering positive attitudes, which directly enhances

performance. Beyond grades, it influences motivation,

persistence, and even career choices, often proving to be a

stronger predictor of success than prior knowledge or

intelligence.

The development of mathematics self-efficacy depends on

both internal and external influences. Mastery experiences,

constructive feedback, and peer modeling strengthen

students’ self-beliefs, while teacher support, instructional

practices, and parental involvement provide external

reinforcement. Studies have also shown that gender

differences exist, with males often reporting higher self-

efficacy; however, collaborative and contextualized learning

approaches help narrow this gap, particularly benefiting

female students. Cultural and environmental contexts

likewise play a role, as levels of self-efficacy and its

relationship with performance vary across learning settings.

 Overall, the literature emphasizes that mathematics

self-efficacy is both a cognitive and emotional regulator

that consistently predicts learning performance. Yet,

despite extensive global research, limited studies focus on

senior high school students in the Philippines. This gap

highlights the need to explore how mathematics self-efficacy

directly influences the learning performance of Filipino

learners. Addressing this will not only deepen understanding

of student achievement but also provide insights for

educators and policymakers to design strategies that enhance

confidence in mathematics, ultimately improving academic

performance and future opportunities.

 References

Asanya, A. A., Sondlo, A., Chinaka, T., & Oluwadoyo, T. A.

(2025). Mathematics self-efficacy and study habits as

predictors of achievement of senior secondary school

students. Mathematics Education Journal. 8(2).

Asanre, A., Abiodun, T. O., Akinosi, J. A., & Xulu, N. S.

(2015). Attitude and self-efficacy as correlates of

mathematics academic achievement of senior secondary

school students in Remo North. Mathematics Education

Journal. DOI:10.22219/mej.v9i1.40823

Ayotola, A., & Adedeji, T. (2017). Mathematics self-

efficacy as a predictor of academic performance in

mathematics among university undergraduates. Journal

of Educational Research and Review, 5(6), 90-96.

[Link]

Adu, E. O., & Adusei, M. (2020). Relationship between

senior high school students’ mathematics self-

 efficacy, self-concept and achievement in Ghana.

American Journal of Educational Research, 8(10), 770–

775. [Link]

Çiftçi, Ş. K., & Yıldız, P. (2019). The effect of self-

confidence on mathematics achievement: The meta-

analysis of Trends in International Mathematics and

Science Study (TIMMS). International Journal of

Instruction, 12(2), 683-694.

[Link]

/10.29333/iji.2019.12243a

Czocher, J. A., Melhuish, K., & Kandasamy, S. (2020).

Building

mathematics self-efficacy of STEM undergraduates through

mathematical modelling. International

Journal of Mathematical Education in Science and Technology,

51(6), 807-834.

Chen, J. A., Tutwiler, M. S., & Rigdon, J. P. (2021).

Examining

gender differences in high school students’ mathematics

self-efficacy through collaborative learning. Journal of

Educational Research, 114(3), 271–284.

[Link]

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., &

Willingham, D. T. (2015). Improving students’ learning

with effective learning techniques: Promising

directions from cognitive and educational psychology.

Psychological Science in the Public Interest, 14(1),

4-58. [Link]

Frontiers in Psychology. (2022). Improving students’

mathematics self-efficacy: A systematic review of

intervention studies. Frontiers in Psychology, 13,

986622.

[Link]

n0search9

Honicke, T., & Broadbent, J. (2016). The influence of

academic self-efficacy on academic performance: A

systematic review. Educational Research Review, 17,

63-84.

[Link]

Hartmann, F., Barzel, B., & Biehler, R. (2021). Supporting

students self-efficacy in mathematics learning in

 times of remote education: A longitudinal study. ZDM-

Mathematics Educations, 53, 825-840.

[Link]

Huang, C. (2016). Gender differences in academic self-

efficacy: A meta-analysis. European Journal of

Psychology of Education, 28(1), 1–35.

[Link]

Komarraju, M., & Nadler, D. (2016). Self-efficacy and

academic achievement: Why do self-confidence students

perform better? Journal of Educational Psychology,

108(3), 450-462.

Kim, D. (2024). The relationship between mathematics self-

efficacy and mathematics achievement: A multilevel

analysis with NAEP 2019. Large-scale Assessments in

Education, 12, 8.

[Link]

com/articles/10.1186/s40536-024-00204-z

Luo, Y., Gao, W., & Liu, X. (2022). Longitudinal

relationship between self-esteem and academic self-

efficacy among college students in China: Evidence

 from a cross-lagged model. Frontiers in Psychology,

13, 877343. [Link]

Liu, X., & Koirala, H. P. (2019). The effect of mathematics

self-efficacy on mathematics achievement of high

school students. International Journal of Research in

Education and Science, 5(2), 452–471.

[Link]

Morris, P., Agbonlahor, O., & Winters, R., et al. (2023).

Self-efficacy curriculum and peer leader support in

gateway college mathematics. Learning Environments

Research, 26, 219-240. [Link]

022-09424-y

OECD. (2016). Equity and quality in education: Supporting

disadvantaged students and schools. OECD Publishing.

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, [Article].

[Link]

Putwain, D. W., Sander, P., & Larkin, D. (2020). Academic

self-confidence in university students: The role of

 academic emotions and motivation. Education

Psychology, 40(4), 471-489.

[Link]

Pajares, F. (20160. Motivational role of self-efficacy

beliefs in self-regulated learning. Theory Into

Practice, 44(2), 131-138.

[Link]

Phan, H. P., & Ngu, B. H. (2017). Positive psychology and

educational achievement: The influence of self-

efficacy and well-being. Educational Psychology,

37(8), 965–979.

[Link]

Roslan, N. A., & Maat, S. M. (2019). Systematic literature

review on secondary school students’ mathematics

self-efficacy. International Journal of Academic

Research in Progressive Education and Development,

8(4), [pp. reference]. DOI:10.6007/IJARPED/v8-i4/6817

Roick, T., & Ringeisen, T. (2018). Self-efficacy, test

anxiety, and academic success: A longitudinal

validation. Frontiers in Psychology, 9, 985.

[Link]

8.00985/full
Sawhney, N. (2011). Self-efficacy and academic achievement

in high school students. Research Journal of

Humanities and Social Sciences, 10(2). Retrieved from

[Link]

[Link]/[Link]/Rjhss/article/view/185978

Sari, M. M. R., & Suryanawa, I. K. (2022). The role of

mathematics self-efficacy in mediating the effect of

math anxiety on academic achievement. E-Journal of

Mathematics Education, 7(1), 55-67.

[Link]

Suárez-Álvarez, J., Fernández-Alonso, R., & Muñiz, J.

(2016). Self-concept, motivation, expectations, and

socioeconomic level as predictors of academic

performance in mathematics. Learning and Individual

Differences, 45, 275–281.

[Link]

Tziraki, 2013; Phillipson & Phillipson, 2012); a negative

relationship (Dumont et al, 2012; Gonida & Cortina,

2014; Xu et al, 2010; Stright & Yeo, 2013) or lack of

a relationship (Altschul, 2011; Hayes, 2012;

Johnson & Hull, 2014; Phillipson & Phillipson, 2012).

[Link]
Yang, Y., Maeda, Y., & Gentry, M. (2024). The relationship

between mathematics self-efficacy and mathematics

achievement: multilevel analysis with NAEP 2019.

Large-scale Assessments in Education, 12, Article 16.

[Link]

Yu, W., Zhou, Y. (2024). Intervention on mathematics self-

efficacy: Solution-focused brief therapy. Psychology

Research and Behavior Management, 17, 129-145.

[Link]

Yang, Y., & Xu, Z. (2022). The reciprocal relationship

between mathematics self-efficacy and mathematics

performance: A longitudinal study. Frontiers in

Psychology, 13, 941253.

[Link]

es/10.3389/fpsyg.2022.941253/full

Vuong, M., Brown-Welty, S., & Tracz, S. (2015). The effects

of self efficacy on academic succuss of first

generation college sophomore students. Journal of

College Students Development, 56(8), 848-856.

[Link]

Villavicencio, F. T., & Bernardo, A. B. I. (2016). Beyond

math anxiety: Positive emotions predict mathematics

 achievement, self-regulation, and self-efficacy. Asia

Pacific Education Review, 17(3), 279–290.

[Link]

Wang, M. T., Eccles, J. S., & Kenny, S. (2015). Not lack of

ability but more choice: Individual and gender

differences in choice of careers in science,

technology, engineering, and mathematics.

Psychological Science, 24(5), 770–775.

[Link]

Zeldin, A. L., & Parajes, F. (2015). Against the odds:

Self-efficacy beliefs of women in mathematical,

scientific, and technological careers. American

Educational Research Journal, 42(4), 701-736.

Zakariya, Y. F. (2020). Effects of mathematics self-

efficacy on mathematics achievement of secondary

school students. Educational Psychology, 40(4), 1–15.

[Link]

Zakariya, Y. F. (2021). Self-efficacy and mathematics

achievement: A meta-analysis of 59 studies.

International Electronic Journal of Mathematics

Education, 16(3), em0655.

[Link]

es/10.3389/fpsyg.2022.986622/full
Zakariya, Y. F., & Nilsen, T. (2024). Mathematics

achievement in high schools: The role of mathematics

self-efficacy among high school students in Australia.

ResearchGate.

[Link]

hematics_achievement_in_high_schools_the_Role_of_mathe

matics%27_self-

efficacy_and_Mathematics_achievement_of_high_school_st

udents_in_Australia