What question did this study set out to answer?

The aim is to review evidence on the effects of students' interest and self-efficacy on their mathematics performance across educational settings.

April 22, 2026

A systematic review on the effect of students' interest and self-efficacy on mathematics performance

Key Points

The aim is to review evidence on the effects of students' interest and self-efficacy on their mathematics performance across educational settings.
Conducted systematic literature searches in major databases like Scopus and Web of Science.
Identified twelve relevant studies focusing on mathematics education published between 2014 and 2025.
Analyzed various research designs including descriptive-correlational, survey, and experimental methods.
Findings indicate that both students' interest and self-efficacy positively influence mathematics performance.
Descriptive-correlational designs were most frequently used in the identified studies.
Identified a notable gap in research from Sub-Saharan African contexts.

Abstract

Purpose The purpose of this study is to systematically review and synthesize empirical evidence on the effect of students' interest and self-efficacy on mathematics performance across different educational contexts. Design/methodology/approach This research adopts a systematic review design to ensure transparency, rigor, and replicability in identifying, screening, and synthesizing relevant studies. Literature searches were conducted across major databases, including Scopus, Web of Science, ERIC, ScienceDirect, SpringerLink and Google Scholar, focusing on peer-reviewed articles published between 2014 and 2025. A total of twelve (12) eligible studies met the inclusion criteria based on their methodological rigor, conceptual relevance and focus on mathematics education. Findings The findings reveal that students' interest and self-efficacy consistently exert a positive and significant influence on mathematics performance, with descriptive-correlational designs (76%) being the most frequently used research approach, followed by survey, experimental and mixed-method designs. Most of the studies were conducted in the USA, China and Ghana, and spanned primary to tertiary education levels, with the highest concentration in secondary and undergraduate settings. Research limitations/implications However, several limitations were identified, including a heavy reliance on cross-sectional designs, self-reported Likert-scale instruments and limited representation from Sub-Saharan African contexts. Originality/value The study's novelty lies in its comprehensive synthesis that highlights global methodological and theoretical trends while identifying critical research gaps, such as the need for longitudinal, experimental and culturally contextualized studies, as well as the application of advanced analytical models like SEM to better understand the dynamic interplay between students' interest, self-efficacy and mathematics achievement.

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