Self-Regulation, Mathematics Self-Efficacy, Learning Behavior, and Problem-Solving Skills of Senior High School Students: A Path Analysis

This study determined the best-fit path model involving self-regulation, mathematics self-efficacy, learning behavior, and problem-solving skills among senior high school students in public secondary schools in Region XI, Philippines. A descriptive correlational research design was utilized, involving senior high school students enrolled in selected public secondary schools. Also, adapted research questionnaires were employed. Data were analyzed using mean, standard deviation, Pearson r, multiple regression, and path analysis. The results revealed that mathematics self-efficacy was moderate, while the self-regulation, learning behavior, and problem-solving skills were high. Moreover, mathematics self-efficacy and learning behavior had a strong positive correlation with problem-solving skills, while self-regulation and problem-solving skills had a moderate positive relationship. Additionally, in a singular capacity, self-regulation, mathematics self-efficacy, and learning behavior significantly influenced the problem-solving skills of senior high school students. Also, the best-fit path model demonstrated satisfactory performance, as evidenced by favorable goodness-of-fit indices. Further, significant associations among the variables were identified: learning behavior and mathematics self-efficacy, and self-regulation and learning behavior. In addition, learning behavior had an indirect positive influence on problem-solving skills through mathematics self-efficacy.

Education, self-regulation, mathematics self-efficacy

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