Abstract:

Sources of self-efficacy are a vital variable that has the potential to, directly and indirectly, affect academic achievement. In this research, it was investigated the effect of sources of mathematics self-efficacy on mathematics achievement of high school students. Also, within the scope of this research, to conduct the validity and reliability studies of the Sources of Mathematics Self-Efficacy Scale (SMSS) on high school students. The data of the study were collected from 281 high school students using the SMSS. Multiple regression analysis was applied to the analysis of data. The results of the study showed that as mathematics achievement score increases, mastery experience, social persuasions, vicarious experience, and physiological state scores increase as well. According to the results of the regression analysis, mastery experience significantly predicted mathematics achievement, and it explained 52% of the total variance of mathematics achievement. On the contrary, vicarious experience, social persuasions, and physiological state were not significant predictors of mathematics achievement. In conclusion, the mastery experience dimension of sources of mathematics self-efficacy has an impact on the mathematics achievement of high school students. Also, it would be beneficial to give more weight to the mastery experience in teaching mathematics to students.

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