The Contribution of Self-Efficacy and Mathematics Anxiety to Mathematical Problem-Solving Ability
Keywords:
mathematics anxiety, mathematical problem-solving, self-efficacy , senior high school, multiple regressionAbstract
This study examines the extent to which self-efficacy and mathematical anxiety contribute to the mathematical problem-solving ability of eleventh-grade students. A quantitative correlational design was employed with 35 students from class XI-11, a Science class at MAN 1 Medan, selected as an intact class sample. Data were collected using a self-efficacy questionnaire, a mathematical anxiety questionnaire, and a mathematical problem-solving test, and were analyzed using multiple linear regression after all regression assumptions had been satisfied. The results showed that self-efficacy contributed positively and significantly to mathematical problem-solving ability (t = 3.252; p = 0.003), whereas mathematical anxiety contributed negatively and significantly (t = −3.969; p < 0.001). Simultaneously, the two variables explained 69.5% of the variance in mathematical problem-solving ability (F = 36.382; p < 0.001). Mathematical anxiety made a greater effective contribution (38.89%) than self-efficacy (30.55%).
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