Self-Efficacy and Mathematics Achievement: The Mediating Role of Social Support
DOI:
https://doi.org/10.46328/ijonse.8554Keywords:
Self-efficacy, Social support, Mathematics achievement, Mediation analysisAbstract
Mathematics learning at the elementary level often requires students to understand abstract concepts, apply logical reasoning, and persist in solving difficult problems. This study examined the relationship between self-efficacy, social support, and mathematics achievement among Madrasah Ibtidaiyah students in Makassar City, Indonesia, with particular attention to the mediating role of social support. A quantitative cross-sectional correlational design was employed, involving 581 Grade V students selected through purposive sampling from 29 accredited Madrasah Ibtidaiyah schools. Data were collected using self-efficacy and social support questionnaires, while mathematics achievement was obtained from official school report card records. The data were analyzed using descriptive statistics and path analysis within a mediation model. The findings showed that self-efficacy was positively associated with mathematics achievement and that social support significantly mediated this relationship. The direct and indirect paths were both significant, indicating partial mediation. These results suggest that students’ mathematics achievement is related not only to their confidence in learning mathematics but also to the support they perceive from their social environment. The study highlights the importance of strengthening students’ self-efficacy and supportive learning environments in Madrasah Ibtidaiyah mathematics education.
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