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All Journal Studies in Learning and Teaching
Munyaradzi Chirove
Department of Science, Mathematics and Technology Education, University of Pretoria, Pretoria, South Africa
Education Other

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Journal : Studies in Learning and Teaching

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Secondary School Learners' Self-Efficacy and Achievement in Non-Routine Mathematics Problem-Solving Munyaradzi Chirove
Studies in Learning and Teaching Vol. 4 No. 3 (2023): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v4i3.321

Abstract

This paper uses a correlational research design to investigate the predictive power of the sources of self-efficacy and non-routine problem-solving achievement. The data were collected from a sample of 118 high-achieving secondary school learners in the Gauteng province, South Africa, using questionnaires, a problem-solving test, and interviews. Their self-efficacy beliefs were categorized into mastery experience, vicarious experience, social persuasion, and physiological state. The findings revealed that the physiological state, vicarious experience, and mastery experience self-efficacy beliefs positively impacted problem-solving achievement, while that of social persuasion was negative. The magnitudes of the impact of the physiological state and social persuasion sources of self-efficacy were relatively greater than the others. Each source of self-efficacy was discovered to have an insignificant, weak, positive linear relationship with problem-solving achievement.
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