Date
4-7-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Antionette Stroter
Keywords
math anxiety, math self-efficacy, mathematical performance, dual enrollment high school students
Disciplines
Education
Recommended Citation
Elwer, Matthew Laurence, "Predicting Mathematical Performance Based on Math Self-Efficacy and Anxiety Among Dual-Enrolled High School Students: A Quantitative Predictive-Correlational Study" (2026). Doctoral Dissertations and Projects. 8082.
https://digitalcommons.liberty.edu/doctoral/8082
Abstract
The purpose of this quantitative predictive-correlational study was to examine how well math self-efficacy and anxiety predict mathematical performance among dual-enrolled high school students in Southeastern Ohio. This study is important because of the nationwide drop in math performance; both math self-efficacy and anxiety directly impact math performance. Therefore, this study adds to the literature regarding research on the effects of math self-efficacy and anxiety on math performance. The sample comprised 70 dual-enrolled students from high schools in Southeastern Ohio. Data was collected using the Abbreviated Math Anxiety Scale and the Math Self-Efficacy Scale. The data were collected utilizing an electronic survey platform. The results of the multiple linear regression indicated a statistically significant predictive relationship between math anxiety and mathematical performance among dual-enrolled high school students. There was not a statistically significant predictive relationship between math self-efficacy and mathematical performance among dual-enrolled high school students. These results indicate that math anxiety impacts the math performance of dual-enrolled high school students. It is recommended that further research examine similar populations in other geographic locations and online environments. Additionally, future research should examine other possible factors and include qualitative components.
