Effect Of Mathematics Anxiety, Mathematics Self-efficacy, Mathematics Study Motivation Of Mathematics Achievement

Subject education has drawn great attention in the society for years and variousresearches have been done at home and abroad. As initial factors affecting students’performance in Mathematics, anxiety, self-efficacy and study motivation has been studiedin the field of mathematics education. Thus, the research problem is to verify the causalmodel of the effect that anxiety, self-efficacy and study motivation have on mathematicsachievement.The path analysis of traditional regression is broadly adopted in such study, but itslimitation lies in that by Gradually Multiple regression, it is possible to explore the effectof the path coefficient is remarkable or not, but it remains impossible to verify the overalladaptation and applicableness of the assuming model, nor is it to estimate the measurementerror of variations. Besides, traditional regression can only present the direct effectsbetween variations and not possible indirect effect. Meanwhile, all variations in traditionalregression are measurable, but variations in this research such as anxiety, self-efficacy areabstract concepts, which can not be measured directly.To overcome these limitations of the path analysis of traditional regression, structuralequation model is adopted to verify the effect that anxiety, self-efficacy and studymotivation have on mathematics achievement.By stratified sampling,160Senior One students are chosen to complete thequestionnaires,148of which are eligible. The argument values in the assuming model isestimated with AMOS software and verified with several critical adaptation indicators.The result of the research suggests: The higher of student’s self-efficacy in Mathematics,the better his performance is; study motivation act through self-efficacy on mathematicsachievement indirectly while anxiety affect students directly and indirectly through self-efficacy and study motivation as well.