Influence of academic and emotional self-efficacy on students mathematics motivation in the new normal learning

Abstract

This study focused on the influence of academic and emotional self-efficacy on students' mathematics motivation in the new normal. The main objective of the study was to determine if Academic Self-Efficacy (ASE) and Emotional Self-Efficacy (ESE) significantly influence Student Mathematics Motivation (SMM). It also sought to describe the level of ASE, ESE, and SMM in terms of their specific indicators and determine the relationship between them. It was conducted in selected High School of Governor Generoso, Division of Davao Oriental, with 348 student respondents selected through random sampling. Data was gathered through a descriptive survey using a questionnaire, and mean, Pearson-r, and multiple regression were used for analysis. Academic Self-Efficacy, Emotional Self-Efficacy, and Student Mathematics Motivation have descriptive equivalent levels of high. The variables indicators were found to have a significant relationship and a positive correlation. All indicators of ASE and ESE significantly influence SMM except identifying and understanding emotions, which is one indicator of emotional self-efficacy. Hence, parents should assist their children at home, the teachers must create contextualized activities, and DepEd must encourage all the teachers to explore and learn more professionally, as these significantly influence students' motivation to achieve better in their mathematics subject.