A Structural Equation Modeling Analysis of Mathematics Attitudes among First-Year Pre-Service Teachers in Atebubu College of Education

Mathematics attitudes among pre-service teachers are critical determinants of instructional effectiveness and students’ learning outcomes in basic education. This study investigated the multidimensional structure and structural relationships of mathematics attitudes among first-year pre-service teachers in Atebubu College of Education using Structural Equation Modelling (SEM). The study was guided by two objectives: to examine the factor structure of mathematics attitudes using the constructs of anxiety, interest, motivation, confidence, perceived difficulty, and usefulness, and to determine the extent to which these constructs predict overall mathematics attitude among first-year pre-service teachers. A quantitative cross-sectional survey design was employed, involving 221 first-semester pre-service teachers. Data were collected using a validated 25-item Likert-scale instrument measuring mathematics anxiety, self-confidence, enjoyment, perceived usefulness, perceived difficulty, and growth mind-set. Confirmatory Factor Analysis (CFA) confirmed a six-factor measurement model with acceptable fit indices (CFI = 0.932; RMSEA = 0.068). Structural model results revealed that mathematics anxiety significantly and negatively predicted self-confidence (β = −0.71) and enjoyment (β = −0.58), while perceived usefulness positively predicted enjoyment (β = 0.64). Growth mind-set positively influenced self-confidence (β = 0.47), whereas perceived difficulty significantly increased mathematics anxiety (β = 0.39). The study concluded that mathematics attitude among first-year pre-service teachers is influenced by multiple psychological and affective factors. The study recommends that mathematics tutors and educational policymakers implement strategies that enhance students’ confidence, motivation, and interest while reducing mathematics anxiety and perceived difficulty.

Mathematics attitude, Structural Equation Modelling, mathematics anxiety, confidence, motivation, pre-service teachers, teacher education, Ghana.

1. Adu, E., & Osei, M. (2020). Mathematics self-confidence and academic achievement among senior high school students in Ghana. African Journal of Educational Studies in Mathematics and Sciences, 16(2), 45–58. [Google Scholar] [Crossref]

2. Aiken, L. R. (1970). Attitudes toward mathematics. Review of Educational Research, 40(4), 551–596. https://doi.org/10.3102/00346543040004551 [Google Scholar] [Crossref]

3. Akendita, P. A., Boateng, F. O., Arthur, Y. D., & Banson, G. M. (2025). Investigating the effect of perception of artificial intelligence on pre-service teachers’ mathematics performance in Ghana: The moderating role of interest. Artificial Intelligence in Education, 1(1), 93–113. [Google Scholar] [Crossref]

4. Amusuglo, M. K., Jančařík, A., Marcom, G. S., & Kleinke, M. U. (2024). Pre-service early grade teachers attitude towards mathematics in Ghana. Studia ad Didacticam Mathematicae Pertinentia, 16, 5–21. https://doi.org/10.24917/20809751.16.1 [Google Scholar] [Crossref]

5. Arthur, Y. D., Asiedu-Addo, S. K., & Assuah, C. (2022). Pre-service teachers’ perceptions of mathematics difficulty and learning outcomes in Ghana. International Journal of Educational Research Review, 7(3), 250–262. [Google Scholar] [Crossref]

6. Asante, K. O. (2021). Students’ attitudes toward mathematics and academic performance among senior high schools in Ghana. Journal of Education and Learning, 10(4), 78–88. [Google Scholar] [Crossref]

7. Ashcraft, M. H., & Krause, J. A. (2007). Working memory, mathematics performance, and mathematics anxiety. Psychonomic Bulletin & Review, 14(2), 243–248. https://doi.org/10.3758/BF03194059 [Google Scholar] [Crossref]

8. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall. [Google Scholar] [Crossref]

9. Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman. [Google Scholar] [Crossref]

10. Banson, G. M., Bonyah, E., & Boateng, F. O. (2023). Examining attitudinal traits and geometry achievement of the pre-service teachers. Turkish Journal of Mathematics Education, 3(3), 51–57. [Google Scholar] [Crossref]

11. Berkant, H. G., & Gençoğlu, S. S. (2021). Preservice teachers’ mathematics teaching anxiety and attitudes toward mathematics. International Journal of Curriculum and Instruction, 13(1), 640–657. [Google Scholar] [Crossref]

12. Boateng, S., & Agyei, D. D. (2021). Perceived usefulness of mathematics and learning motivation among teacher trainees in West Africa. African Educational Research Journal, 9(2), 301–310. [Google Scholar] [Crossref]

13. Byrne, B. M. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and programming (3rd ed.). Routledge. [Google Scholar] [Crossref]

14. Carey, E., Hill, F., Devine, A., & Szűcs, D. (2019). The modified abbreviated math anxiety scale: A valid and reliable instrument for use with children. Frontiers in Psychology, 10, 11–19. [Google Scholar] [Crossref]

15. Costado Dios, M. T., & Piñero Charlo, J. C. (2024). Mathematical anxiety among primary education degree students in the post-pandemic era. Education Sciences, 14(2), 171. [Google Scholar] [Crossref]

16. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications. [Google Scholar] [Crossref]

17. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and self-determination of behaviour. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01 [Google Scholar] [Crossref]

18. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 [Google Scholar] [Crossref]

19. Eccles, J. S., & Wigfield, A. (2020). Expectancy–value theory and academic motivation. Contemporary Educational Psychology, 61, 101859. [Google Scholar] [Crossref]

20. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviours. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). Freeman. [Google Scholar] [Crossref]

21. Edo, H., Vivian, M., Asare, B., & Arthur, Y. D. (2024). Pre-service teachers’ mathematics achievement, attitude, and anxiety: The moderative role of pre-service teachers’ interest in the learning process. Pedagogical Research, 9(2), Article em0192. https://doi.org/10.29333/pr/14192 [Google Scholar] [Crossref]

22. Etikan, I., & Bala, K. (2017). Sampling and sampling methods. Biometrics & Biostatistics International Journal, 5(6), 215–217. [Google Scholar] [Crossref]

23. Fisher, K. R., Williams, K. S., & Lineback, J. E. (2020). Exploring student interest in mathematics. Mathematics Education Research Journal, 32(4), 589–608. [Google Scholar] [Crossref]

24. Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.1177/002224378101800104 [Google Scholar] [Crossref]

25. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill Education. [Google Scholar] [Crossref]

26. Hackett, G., & Betz, N. E. (1989). An exploration of the mathematics self-efficacy/mathematics performance correspondence. Journal for Research in Mathematics Education, 20(3), 261–273. https://doi.org/10.2307/749515 [Google Scholar] [Crossref]

27. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2022). Multivariate data analysis (9th ed.). Cengage. [Google Scholar] [Crossref]

28. Hannula, M. S. (2020). Attitude, emotions, and motivation in mathematics education. International Encyclopedia of Education (4th ed., pp. 323–329). Elsevier. [Google Scholar] [Crossref]

29. Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33–46. https://doi.org/10.2307/749455 [Google Scholar] [Crossref]

30. Howard, J. L., Gagné, M., & Bureau, J. S. (2021). Testing a continuum structure of self-determined motivation. Educational and Psychological Measurement, 81(5), 893–927. [Google Scholar] [Crossref]

31. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118 [Google Scholar] [Crossref]

32. Kline, R. B. (2016). Principles and practice of structural equation modelling (4th ed.). Guilford Press. [Google Scholar] [Crossref]

33. Kline, R. B. (2023). Principles and practice of structural equation modelling (5th ed.). Guilford Press. [Google Scholar] [Crossref]

34. Li, Q., Huang, K., Hu, Y., Ying, S., Chen, N., & Palaroan, R. (2025). Teacher and classroom influences on mathematics anxiety: A systematic review. IntechOpen. [Google Scholar] [Crossref]

35. Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 28(1), 26–47. https://doi.org/10.2307/749662 [Google Scholar] [Crossref]

36. Ma, X., & Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: A longitudinal panel analysis. Journal of Adolescence, 27(2), 165–179. https://doi.org/10.1016/j.adolescence.2003.11.003 [Google Scholar] [Crossref]

37. Ma, Y. F. (2025). The effect of teaching approaches and curriculum design in reducing mathematics anxiety. Frontiers in Education, 10. [Google Scholar] [Crossref]

38. Mailizar, M., Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic. The Electronic Journal of e-Learning, 18(6), 579–593. [Google Scholar] [Crossref]

39. McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 575–596). Macmillan. [Google Scholar] [Crossref]

40. Mensah, J. K., Nyarko-Sampson, E., & Adjei, P. K. (2022). Students’ interest in mathematics and academic achievement among Ghanaian senior high schools. International Journal of Educational Development in Africa, 5(1), 66–79. [Google Scholar] [Crossref]

41. Middleton, J. A., & Spanias, P. A. (1999). Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the research. Journal for Research in Mathematics Education, 30(1), 65–88. https://doi.org/10.2307/749630 [Google Scholar] [Crossref]

42. Mohamed, S. H., & Waheed, H. (2019). Secondary students’ attitude toward mathematics in selected schools. International Journal of Education and Practice, 7(3), 159–171. [Google Scholar] [Crossref]

43. Namkung, J. M., Peng, P., & Lin, X. (2019). The relation between mathematics anxiety and mathematics performance among school-aged students: A meta-analysis. Review of Educational Research, 89(3), 459–496. [Google Scholar] [Crossref]

44. Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill. [Google Scholar] [Crossref]

45. OECD. (2023). PISA 2022 results: The state of learning and equity in education. OECD Publishing. [Google Scholar] [Crossref]

46. Oppong, E., Aboagye, E., & Kwarteng, P. (2021). Motivation and mathematics achievement among senior high school students in Ghana. Journal of Educational Research in Africa, 3(2), 118–132. [Google Scholar] [Crossref]

47. Owusu, D. (2023). Examining pre-service teachers’ attitudes towards mathematics learning in Mt. Mary College of Education Somanya, Ghana (Master’s thesis, University of Education, Winneba). [Google Scholar] [Crossref]

48. Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86(2), 193–203. https://doi.org/10.1037/0022-0663.86.2.193 [Google Scholar] [Crossref]

49. Retnawati, H., Apino, E., Kartianom, K., Djidu, H., & Anazifa, R. D. (2021). Development of students’ mathematical problem-solving skills and the role of mathematics anxiety. Journal on Mathematics Education, 12(1), 1–20. [Google Scholar] [Crossref]

50. Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551–554. https://doi.org/10.1037/h0033456 [Google Scholar] [Crossref]

51. Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26(3–4), 299–323. https://doi.org/10.1080/00461520.1991.9653136 [Google Scholar] [Crossref]

52. Schukajlow, S., Rakoczy, K., & Pekrun, R. (2022). Emotions and motivation in mathematics education: Theoretical considerations and empirical contributions. ZDM Mathematics Education, 54(2), 193–204. [Google Scholar] [Crossref]

53. Skaalvik, E. M., Federici, R. A., & Klassen, R. M. (2022). Mathematics self-efficacy and motivation: Relations with achievement and emotional support. Social Psychology of Education, 25(2), 417–438. [Google Scholar] [Crossref]

54. Tapia, M., & Marsh, G. E. (2004). An instrument to measure mathematics attitudes. Academic Exchange Quarterly, 8(2), 16–21. [Google Scholar] [Crossref]

55. Tobias, S., & Weissbrod, C. (1980). Anxiety and mathematics: An update. Harvard Educational Review, 50(1), 63–70. https://doi.org/10.17763/haer.50.1.xw483257j6035084 [Google Scholar] [Crossref]

56. Tschannen-Moran, M., & Johnson, D. (2022). Exploring teacher self-efficacy in mathematics instruction. Teaching and Teacher Education, 108, 103531. [Google Scholar] [Crossref]

57. Wang, M. T., Degol, J. L., & Ye, F. (2021). Math achievement and motivational pathways to STEM career choices. Journal of Educational Psychology, 113(6), 1145–1163. [Google Scholar] [Crossref]

58. Wellberg, S. (2025). An examination of pre-service mathematics teachers’ course-taking, beliefs, and preferred assessment practices. Journal of Mathematics Teacher Education, 28, 1567–1606. [Google Scholar] [Crossref]

59. Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 [Google Scholar] [Crossref]

60. Zan, R., & Di Martino, P. (2007). Attitude toward mathematics: Overcoming the positive/negative dichotomy. The Montana Mathematics Enthusiast, 3, 157–168. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study