College Students' Learning Approaches to Learning, Self-Efficacy, and Math Performance: A Path Analysis

doi.org/10.70228/CBJ2022040

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ABSTRACT

Explored in this paper are the causal and mediating relations of approaches to learning, self-efficacy, and mathematics performance in higher education. A total enumeration was employed for 861 freshmen college students enrolled in the course Mathematics in the Modern World (MATHMW). The Approaches and Study Skills Inventory for Students (ASSIST) and the Mathematics Self-efficacy Questionnaire (MESQ) were used to measure the students’ study approaches and self-efficacy, respectively. This study hypothesized the mediating role of self-efficacy in approaches to learning and mathematics performance. The path analysis was used to test and analyze the path model. Results show that the dominant study approach employed by freshmen students is a strategic approach. Students adapting deep and strategic approaches tend to have higher self-efficacy and an increase in mathematics performance. Furthermore, students adapting the surface approach show lower self-efficacy and a decrease in mathematics performance. Self-efficacy mediated the effect of the strategic approach to mathematics performance. Further studies are recommended to explore the study approaches of the students and self-efficacy in other courses identified as major courses in the curriculum.

Keywords: approaches to learning, self-efficacy, mathematics performance, strategic approach, deep approach, surface approach