MEDIATING Effect of Academic Self-Efficacy on the Relationship Between Math Study Skills and Math Vocabulary ACHIEVEMENT

Abstract

Math study skills alone cannot guarantee an improved math vocabulary achievement, as students also need to develop confidence and belief in their ability, highlighting the significant role of academic self-efficacy. However, research on how academic self-efficacy mediates the relationship between math study skills and math vocabulary achievement remains limited. The main objective of the study was to assess the mediating effect of academic self-efficacy on the relationship between math study skills and math vocabulary achievement among Grade 10 students. This study utilized a quantitative descriptive-correlational design and mediation analysis. The results showed that Grade 10 students had a high level of math study skills and academic self-efficacy. However, Grade 10 students demonstrated a very low level of achievement in math vocabulary. The relationship between math study skills, academic self-efficacy, and math vocabulary achievement was positive and significant. Results also showed that academic self-efficacy fully mediated the relationship between math study skills and math vocabulary achievement. The findings suggest that teachers may develop interventions, such as goal-setting and peer-assisted learning, that directly target students' academic self-efficacy.