Determinants of High School Students’ Mathematics Achievement: The Role of Motivation, Self-Efficacy, and Productive Disposition

Abstract

This study aims to determine the partial direct effects of learning motivation, self-efficacy, and productive disposition on students' mathematics learning outcomes. Previous studies have generally focused on only one or two affective variables in isolation, whereas this study seeks to integrate three key variables that reflect students' attitudes, beliefs, and behavioral tendencies in learning mathematics. An ex post facto approach was employed, involving a sample of 150 students. The instruments used consisted of a questionnaire to collect data on learning motivation, self-efficacy, and productive disposition, as well as a set of test questions to assess students’ mathematics learning outcomes. Based on the results of the data analysis, descriptive data indicated a tendency toward high scores in mathematics learning outcomes, along with varying levels of motivation, self-efficacy, and productive disposition. Further findings show that learning motivation, self-efficacy, and productive disposition each have a significant direct effect on students' mathematics learning outcomes. Therefore, enhancing learning motivation, fostering self-efficacy, and developing productive dispositions should be integral components of instructional strategies in schools to improve student learning outcomes in a comprehensive and sustainable manner.