Influence of psychosocial factors on mathematics performance among Malaysian primary school students: a case study

Almost everything a person does involves mathematics, especially in this day and age of science and technology. Therefore, the aim of the study is to investigates the influence of psychosocial factors (self-efficacy, motivation and parental support) on mathematics performance of primary school students in Malaysia. Quantitative methodology of a cross- sectional study of a case study has been employed, whereby 170 students from a primary school in urban area participated by completing the Mathematics Self-Efficacy Questionnaire (MSEQ), Student Mathematics Motivation Scale (SMMS) and Perceptions of Parent Scales (POPS). Results demonstrated that psychosocial factors (self-efficacy, or the belief in one's capability to perform tasks, have a significant influence on mathematics performance. Students with higher self- efficacy achieved better results in mathematics, highlighting the importance of fostering positive self-belief to enhance academic performance. Motivation, defined as the internal drive to engage in activities for personal satisfaction, also positively influence mathematics performance, albeit to a lesser extent than self- efficacy. Multiple regression analysis showed that self-efficacy and motivation positively influenced mathematics performance. This indicates the more substantial influence of psychosocial factors on mathematics performance of the primary school students. The study provides empirical evidence on mathematics performance of primary school students and suggested that educational strategies should prioritize focus on psychosocial aspects of the students.

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