Investigating self-efficacy, anxiety, attitudes and mathematics achievement regarding gender and school type

Abstract The purpose of this study was to investigate the relationship among seventh grade students’ mathematics self-efficacy, mathematics anxiety, attitudes towards mathematics, mathematics achievement, gender and school type. In order to examine the difference in self-efficacy, anxiety, attitude and achievement in terms of gender and school type, two-way ANOVAs were performed. In addition, multiple regression analysis was run to investigate the role of mathematics self-efficacy, anxiety, attitude, gender and school type in predicting mathematics achievement of seventh grade students. Results revealed that there was a significant main effect of gender on mean mathematics self-efficacy scores, attitude scores, anxiety scores and mathematics achievement. However, school type did not have significant main effect on mean self-efficacy scores, anxiety scores, and achievement scores but have significant effect on attitude scores. Findings also supported that self-efficacy, anxiety, attitude, gender and school type significantly predicted the achievement scores of seventh grade students.