Students’ academic self-concept in mathematics: A path analysis

2021 IJRSE – Volume 10 Issue 13

Available Online:  23 August 2021


Anajao, Roldan V.*
Pintuyan National High School, Philippines (


This study is an attempt to explain how predictor variables – age, sex, mathematics skills, parent’s support, availability of learning materials and teacher’s attitudes influence students’ academic self-concept in mathematics in the Division of Southern Leyte. One school is randomly selected each area among 4 areas in the entire division, where 20% of each school population is considered the respondents of the study. Correlational Analysis and Regression Analysis are used in determining the direct and indirect predictors. Path Analysis is then used after establishing the coefficient of each path. The findings of the study reveal that Academic Self-concept is not directly influenced by mathematics skills significantly, however only age and parent’s support do. Students’ academic self-concept decreases with age but parent support may counter such phenomenon. It can be concluded that parents support plays a vital role in influencing students’ academic self-concept especially of students with Low Mathematical skills. Thus, the results are used as the basis for a recommendation for further study in other schools in the Division of Southern Leyte to include variables which are not yet tested and used in this study as predictor variables. It is also recommended that parents’ support and teachers attitudes be strengthened more specifically in designing programs or activities to help enhance students’ academic self–concept in mathematics.

Keywords: academic self-concept, parents’ support, teachers’ attitudes, mathematical skills, correlational analysis, regression analysis, path analysis



Cite this article:
Anajao, R. V. (2021). Students’ academic self-concept in mathematics: A path analysis. International Journal of Research Studies in Education, 10(13), 117-133.

*Corresponding Author