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The role of students' mathematics perception and self-efficacy toward their mathematics achievement
By Shone, Enkosa Terefe
Deterioration of students' mathematics achievement has been a common problem while their mathematics perception and self-efficacy have been reported to determine their achievement. However, little is known about the potential relationships among them. Therefore, this study attempted to investigate the extent of influence of students' mathematics perception and self-efficacy toward mathematics achievement. Randomly selected 643 students for questionnaire, six mathematics teachers for interview and two FGDs were conducted with students. The findings revealed that students' mathematics perception and self-efficacy were positively and strongly related to their mathematics achievement (r = 0.767, p <.001 and r = 0.797, p <.001) respectively. Regression result reported 75.4% of the variation in students' mathematics achievement was accounted for by students' mathematics perception and self-efficacy (R2 = 75.4). The two predictors explained a statistically significant amount of variance in mathematics achievement, [F (2637) = 975.99, p =.001]. Mathematics perception [β =.44, t (17.56), p =.001] and self-efficacy [β =.52, t (637) = 20.84, p =.001] were reported as significant predictors of students' mathematics achievement. There was a statistically significant gender difference in students' mathematics perception [t (641) = 2.77, p <.001], self-efficacy [t (638) = 5.43, p <.001], and mathematics achievement [t (638) = 5.43, p <.001]. © 2023 Wiley Periodicals LLC.
Indoor Pool Game and Substance Abuse as Trajectories to Students' Academic Procrastination: The Mediation Role of Self-Regulation
By Gita, Dinaol Urgessa
BackgroundOver the last decade, indoor pool games (IPGs) and substance abuse (SA) became a remarkable emerging addictive behavior among adolescent university students. With the failure of educational quality and retention of learners, boomerangs around the university local environment in line with the students' learning culture were not considered in many countries including Ethiopia. Thus, this study aimed to examine the trajectory and contribution of an IPG and SA to students' academic procrastination (AP) as determinants of quality education. MethodsA sequential explanatory mixed-methods design was employed. Self-reporting questionnaires, interview guides, and an observation checklist were used to collect data. All self-reporting items were adapted from previous scales. By using simple random sampling techniques, 237 undergraduate university students were selected for obtaining the quantitative data, and using purposive sampling, 12 interviewees were selected to collect the qualitative data. The SPSS AMOS version 25 was used to compute the multiple mediation path analysis. The Hayes PROCESS macro model was used. Furthermore, the thematic content analysis method was employed for the qualitative data. ResultsA direct path analysis was established between IPG, SA, and AP. The path analysis model indicated that IPG did not significantly predict AP. Moreover, SA significantly predicted AP. In addition, SR had a partial mediating effect on the relationship between IPG, SA, and AP. ConclusionThe study concluded that IPG and substances available around the university local environment found trajectories to students' AP, which in turn affects the quality of education.
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