The Role of Value on Mathematics Between Self-Efficacy and Like Mathematics: A Moderated Mediation Analysis

Mustafa Zeki Aydoğdu; Tuğba Türk Kurtça; Abdullah Faruk Kılıç; Tugay Kaçak

doi:10.19126/suje.1621346

The Role of Value on Mathematics Between Self-Efficacy and Like Mathematics: A Moderated Mediation Analysis

Abstract

This study examines the moderating effects of parents’ belief in the importance of mathematics on the relationship between students’ mathematics self-efficacy and their enjoyment of mathematics among 8th-grade students in the TIMSS 2019 data. Mediation analysis revealed that higher self-efficacy in mathematics increased students' enjoyment of the subject, with students' value of mathematics partially mediating this relationship. The parents' attitudes significantly moderated the mediating effect, emphasizing their critical role in shaping students' attitudes toward mathematics. Notably, the indirect effect of students' value of mathematics was more substantial when parents did not perceive mathematics as important. These findings highlight the complex interplay among students’ self-beliefs, their value of mathematics, and parents’ value of mathematics, collectively influencing students' enjoyment of mathematics. Further research could explore the implications of these relationships for educational practices.

Keywords

References

Andersen, I. G., & Smith, E. (2024). Gender differences in math and science academic self-concepts and the association with female climate in 8th grade classrooms. The Journal of Early Adolescence, 44(5), 545-578. https://doi.org/10.1177/02724316231188682
Arıkan, S., Van de Vijver, F. J. R., & Yağmur, K. (2016). Factors contributing to mathematics achievement differences of Turkish and Australian students in TIMSS 2007 and 2011. EURASIA Journal of Mathematics, Science and Technology Education, 12(8), 2039-2059. https://doi.org/10.12973/eurasia.2016.1268a
Aslan, N., & Cansever, B. A. (2009). Effects of family socio-demographic characteristics on child participation in social activities at school: A comparative study between Türkiye and the Netherlands. Journal of Theory & Practice in Education, 5(2), 210-226.
Ayotola, A., & Adedeji, T. (2009). The relationship between mathematics self-efficacy and achievement in mathematics. Procedia- Social and Behavioral Sciences, 1(1), 953–957. https://doi.org/10.1016/j.sbspro.2009.01.169
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology: An International Review, 51(2), 269–290. https://doi.org/10.1111/1464-0597.00092
Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbaranelli, C., & Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100(3), 525–534. https://doi.org/10.1037/0022-0663.100.3.525
Chen, P., & Zimmerman, B. (2007). A cross-national comparison study on the accuracy of self-efficacy beliefs of middle school mathematics students. The Journal of Experimental Education, 75(3), 221–244. https://doi.org/10.3200/JEXE.75.3.221-244

Chen, X. (2022). The effects of individual- and class-level achievement on attitudes towards mathematics: An analysis of Hong Kong students using TIMSS 2019. Studies in Educational Evaluation, 72, 1–10. https://doi.org/10.1016/j.stueduc.2021.101113
Clement, L. M., & Bradley-Garcia, M. (2022). A step-by-step tutorial for performing a moderated mediation analysis using PROCESS. The Quantitative Methods for Psychology, 18(3), 258–271. https://doi.org/10.20982/tqmp.18.3.p258
Çavdar, D. (2015). TIMSS 2011 matematik başarısının öğrenci ve öğretmen özellikleri ile ilişkisi [The relationship between TIMSS 2011 mathematics achievement and student and teacher characteristics]. [Master Thesis, Gazi University].
Di Martino, P. (2019). Pupils’ view of problems: The evolution from kindergarten to the end of primary school. Educational Studies in Mathematics, 100, 291–307. https://doi.org/10.1007/s10649-018-9850-3
Di Martino, P., & Zan, R. (2010). ‘Me and maths’: Towards a definition of attitude grounded on students’ narratives. Journal of Mathematics Teacher Education, 13, 27–48. https://doi.org/10.1007/s10857-009-9134-z
Di Martino, P., & Zan, R. (2011). Attitude toward mathematics: A bridge between beliefs and emotions. ZDM Mathematics Education, 43, 471–482. https://doi.org/10.1007/s11858-011-0309-6
Dowker, A., Cheriton, O., Horton, R., & Mark, W. (2019). Relationships between attitudes and performance in young children’s mathematics. Educational Studies in Mathematics, 100, 211–230. https://doi.org/10.1007/s10649-019-9880-5
Ertürk, Z., & Erdinç Akan, O. (2018). The Investigation of the variables effecting TIMSS 2015 mathematics achievement with SEM, Ulusal Eğitim Akademisi Dergisi [Journal of National Academy of Education], 2(2), 14-34. https://doi.org/10.32960/uead.407078
Ferrini-Mundy, J., & Schmidt, W. H. (2005). International comparative studies in mathematics education: Opportunities for collaboration and challenges for researchers. Journal for Research in Mathematics Education, 36(3), 164–175. http://www.jstor.org/stable/30034834
Field, A. (2024). Discovering statistics using SPSS (6th ed.). Sage.
Güner, N. (2012). Using metaphor analysis to explore high school students' attitudes towards learning mathematics. Education, 133(1), 39-48.
Hawighorst, B. (2005). Parents’ views on mathematics and the learning of mathematics—An intercultural comparative study. ZDM Mathematics Education, 37(2), 90–100. https://doi.org/10.1007/BF02655718
Hayes, A. F. (2022). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (3rd ed.). Guilford.
Hwang, J., Runnalls, C., Bhansali, S., Navaandamba, K., & Choi, K. M. (2017). “Can I do well in mathematics reasoning?” Comparing US and Finnish students’ attitude and reasoning via TIMSS 2011. Educational Research and Evaluation, 23(7–8), 328–348. https://doi.org/10.1080/13803611.2018.1500293
James, L. R., & Brett, J. M. (1984). Mediators, moderators, and tests for mediation. Journal of Applied Psychology, 69(2), 307–321. https://doi.org/10.1037/0021-9010.69.2.307
Kılıç, A. F., & Uysal, İ. (2021). May categories in Likert scales be merged at the analysis step? Effects on validity and reliability [Paper presentation]. VII. Congress of Measurement and Evaluation in Education and Psychology, Ankara, Türkiye.
Kim, S. J., Park, J. H., Park, S. W., & Kim, S. S. (2013). The effects of school and students’ educational contexts in Korea, Singapore, and Finland using TIMSS 2011 [Paper presentation]. 5th IEA International Research Conference, Singapore.
Laranang, J. A. I., & Bondoc, J. M. F. (2020). Attitudes and self-efficacy of students toward mathematics. International Journal of English Literature and Social Sciences, 5(5), 1392-1423. https://dx.doi.org/10.22161/ijels.55.11
Lazarides, R., Rubach, C., & Ittel, A. (2016). Motivational profiles in mathematics: What role do gender, age and parents’ valuing of mathematics play? International Journal of Gender, Science and Technology, 8(1), 124-143.
Lee, J. (2009). Universals and specifics of math self-concept, math self-efficacy, and math anxiety across 41 PISA 2003 participating countries. Learning and Individual Differences, 19(3), 355–365. https://doi.org/10.1016/j.lindif.2008.10.009
Lorenzo-Seva, U., & Ferrando, P. J. (2023). Factor (Version 12.04.02) [Computer software]. Universitat Rovira i Virgili. https://psico.fcep.urv.cat/utilitats/factor/Download.html
Macmull, M. S., & Ashkenazi, S. (2019). Math anxiety: The relationship between parenting style and math self-efficacy. Frontiers in Psychology, 10:1721. https://doi.org/10.3389/fpsyg.2019.01721
Missall, K., Hojnoski, R. L., Caskie, G. I., & Repasky, P. (2015). Home numeracy environments of preschoolers: Examining relations among mathematical activities, parent mathematical beliefs, and early mathematical skills. Early Education and Development, 26(3), 356–376. https://doi.org/10.1080/10409289.2015.968243
Mohammadpour, E. (2012). Factors accounting for mathematics achievement of Singaporean eighth-graders. The Asia-Pacific Education Researcher, 21(3), 507-518.
Mullis, I. V., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. TIMSS & PIRLS International Study Center, Boston College.
Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124–139. https://doi.org/10.1006/ceps.1998.0991
Phan, H., Sentovich, C., Kromrey, J., Dedrick, R., & Ferron, J. (2010). Correlates of mathematics achievement in developed and developing countries: An analysis of TIMSS 2003 eighth-grade mathematics scores [Paper presentation]. Annual meeting of the American Educational Research Association, Denver, Colorado.
Phillipson, S., Gervasoni, A., & Sullivan, P. (2017). Engaging families as children's first mathematics educators: International perspectives. Springer. https://doi.org/10.1007/978-981-10-2553-2_1
Pinxten, M., Marsh, H. W., De Fraine, B., Van den Noortgate, W., & Van Damme, J. (2014). Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure. The British Journal of Educational Psychology, 84(1), 152-174. https://doi.org/10.1111/bjep.12028
Preacher, K. J., Rucker, D. D., & Hayes, A. F. (2007). Addressing moderated mediation hypotheses: Theory, methods, and prescriptions. Multivariate Behavioral Research, 42(1), 185–227. https://doi.org/10.1080/00273170701341316
Rodríguez, S., Estévez, I., Piñeiro, I., Valle, A., Vieites, T., & Regueiro, B. (2021). Perceived competence and intrinsic motivation in mathematics: Exploring latent profiles. Sustainability, 13(16), 8707. https://doi.org/10.3390/su13168707
Schunk, D. H., & DiBenedetto, M. K. (2021). Self-efficacy and human motivation. In A. J. Elliot (Ed.), Advances in motivation science (pp. 153–179). Elsevier Academic Press. https://doi.org/10.1016/bs.adms.2020.10.001
Sharma, P. (2021). Importance and application of mathematics in everyday life. International Journal for Research in Applied Science and Engineering Technology, 9(11), 868-879. https://doi.org/10.22214/ijraset.2021.38869
Stajkovic, A. D., Bandura, A., Locke, E. A., Lee, D., & Sergent, K. (2018). Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis. Personality and Individual Differences, 120, 238–245. https://doi.org/10.1016/j.paid.2017.08.014
Stankov, L., Lee, J., Luo, W., & Hogan, D. J. (2012). Confidence: A better predictor of academic achievement than self-efficacy, self-concept and anxiety? Learning and Individual Differences, 22(6), 747–758. https://doi.org/10.1016/j.lindif.2012.05.013
Stankov, L., Morony, S., & Lee, Y. P. (2014). Confidence: The best non-cognitive predictor of academic achievement? Educational Psychology, 34(1), 9–28. https://doi.org/10.1080/01443410.2013.814194
Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2020). Using multivariate statistics (7th ed.). Pearson.
Trickett, J., Batchelor, S., Brittle, B., Foulkes, M., Pickering, J., Slocombe, F., & Gilmore, C. (2022). The role of parent-led and child-led home numeracy activities in early mathematical skills. Cognitive Development, 63, 101189. https://doi.org/10.1016/j.cogdev.2022.101189
Usher, E. (2009). Sources of middle school students’ self-efficacy in mathematics: A qualitative investigation. American Educational Research Journal, 46(1), 275–314. https://doi.org/10.3102/0002831208324517
Wilkerson, J. B. (2020). Cultivating a productive disposition toward mathematics by engaging in service-learning. PRIMUS, 31, 869-882. https://doi.org/10.1080/10511970.2020.1776803
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of motivation. Contemporary Educational Psychology, 25, 68-81. https://doi.org/10.1006/ceps.1999.1015
Yavuz, H., Demirtaşlı, R., Yalçın, S., & Dibek, M. (2017). The effects of student and teacher level variables on TIMSS 2007 and 2011 mathematics achievement of Turkish students. Education and Science, 42(189), 27-47. https://doi.org/10.15390/EB.2017.6885
Yoo, Y. S. (2018). Modelling of factors influencing gender difference in mathematics achievement using TIMSS 2011 data for Singaporean eighth grade students. Asia Pacific Journal of Education, 38(1), 1-14. https://doi.org/10.1080/02188791.2017.1334626

Details

Primary Language

English

Subjects

Mathematics Education

Journal Section

Research Article

Authors

Mustafa Zeki Aydoğdu ^*
0000-0003-1163-2890
Türkiye

Tuğba Türk Kurtça
0000-0002-4361-3769
Türkiye

Abdullah Faruk Kılıç
0000-0003-3129-1763
Türkiye

Tugay Kaçak
0000-0002-5319-7148
Türkiye

Early Pub Date

August 28, 2025

Publication Date

August 31, 2025

Submission Date

January 16, 2025

Acceptance Date

June 10, 2025

Published in Issue

Year 2025 Volume: 15 Number: 2

DOI

https://doi.org/10.19126/suje.1621346

IZ

https://izlik.org/JA32DC56WU

Cite

RIS / Bibtex

APA

Aydoğdu, M. Z., Türk Kurtça, T., Kılıç, A. F., & Kaçak, T. (2025). The Role of Value on Mathematics Between Self-Efficacy and Like Mathematics: A Moderated Mediation Analysis. Sakarya University Journal of Education, 15(2), 236-251. https://doi.org/10.19126/suje.1621346

AMA

1.Aydoğdu MZ, Türk Kurtça T, Kılıç AF, Kaçak T. The Role of Value on Mathematics Between Self-Efficacy and Like Mathematics: A Moderated Mediation Analysis. SUJE. 2025;15(2):236-251. doi:10.19126/suje.1621346

Chicago

Aydoğdu, Mustafa Zeki, Tuğba Türk Kurtça, Abdullah Faruk Kılıç, and Tugay Kaçak. 2025. “The Role of Value on Mathematics Between Self-Efficacy and Like Mathematics: A Moderated Mediation Analysis”. Sakarya University Journal of Education 15 (2): 236-51. https://doi.org/10.19126/suje.1621346.

EndNote

Aydoğdu MZ, Türk Kurtça T, Kılıç AF, Kaçak T (August 1, 2025) The Role of Value on Mathematics Between Self-Efficacy and Like Mathematics: A Moderated Mediation Analysis. Sakarya University Journal of Education 15 2 236–251.

IEEE

[1]M. Z. Aydoğdu, T. Türk Kurtça, A. F. Kılıç, and T. Kaçak, “The Role of Value on Mathematics Between Self-Efficacy and Like Mathematics: A Moderated Mediation Analysis”, SUJE, vol. 15, no. 2, pp. 236–251, Aug. 2025, doi: 10.19126/suje.1621346.

ISNAD

Aydoğdu, Mustafa Zeki - Türk Kurtça, Tuğba - Kılıç, Abdullah Faruk - Kaçak, Tugay. “The Role of Value on Mathematics Between Self-Efficacy and Like Mathematics: A Moderated Mediation Analysis”. Sakarya University Journal of Education 15/2 (August 1, 2025): 236-251. https://doi.org/10.19126/suje.1621346.

JAMA

1.Aydoğdu MZ, Türk Kurtça T, Kılıç AF, Kaçak T. The Role of Value on Mathematics Between Self-Efficacy and Like Mathematics: A Moderated Mediation Analysis. SUJE. 2025;15:236–251.

MLA

Aydoğdu, Mustafa Zeki, et al. “The Role of Value on Mathematics Between Self-Efficacy and Like Mathematics: A Moderated Mediation Analysis”. Sakarya University Journal of Education, vol. 15, no. 2, Aug. 2025, pp. 236-51, doi:10.19126/suje.1621346.

Vancouver

1.Mustafa Zeki Aydoğdu, Tuğba Türk Kurtça, Abdullah Faruk Kılıç, Tugay Kaçak. The Role of Value on Mathematics Between Self-Efficacy and Like Mathematics: A Moderated Mediation Analysis. SUJE. 2025 Aug. 1;15(2):236-51. doi:10.19126/suje.1621346

Cited By

ChatGPT ile tasarlanan matematiksel oyunların 4. sınıf öğrencilerinin matematik motivasyon ve tutumlarına etkisi

Kocaeli Üniversitesi Eğitim Dergisi

https://doi.org/10.33400/kuje.1722769