The Influence of Self-efficacy and Motivation on Mathematics Achievement among Secondary Students

This correlational study investigates how students’ mathematics self-efficacy and motivation relate to mathematics achievement. Drawing on social-cognitive theory, the research tests the extent to which self-efficacy and motivation independently predict mathematics achievement, and whether self-efficacy mediates the relationship between motivation and achievement. A sample of 200 secondary students (Grades 9–10) was selected through stratified random sampling. Instruments included a validated self-efficacy scale, the motivation scale and a standardized mathematics achievement test. Statistical analyses comprised descriptive statistics, Pearson correlations, multiple regression analysis. Results (simulated here) show significant positive correlations among self-efficacy, intrinsic motivation, and math achievement; self-efficacy accounted for unique variance in achievement above motivation, and partially mediated the motivation achievement link. Mathematics achievement, self-efficacy, motivation, mediation, secondary students