Students’ Confidence in Mathematics: A Comprehensive Literature Review

Rechel Legurpa Bendol, Reynaldo H. Dalayap Jr

Abstract


Confidence in mathematics significantly influences learners’ academic outcomes, motivation, and career aspirations, particularly in STEM-related fields. This literature review explores the interplay between intrinsic and extrinsic factors affecting students’ confidence in mathematics. The purpose is to examine how self-efficacy, motivation, anxiety, peer influence, teacher support, and family involvement shape students' beliefs about their mathematical competence. The method involves reviewing international and local empirical studies and theoretical frameworks, including Social Cognitive Theory and Self-Determination Theory. Results show that high self-efficacy and strong social support systems enhance students’ confidence, while math anxiety and negative stereotypes diminish it. Because these psychological and contextual elements collectively determine students’ academic behavior and resilience, the findings highlight the need for targeted interventions. This review contributes to the growing discourse on educational equity and mathematics achievement by providing a holistic understanding of confidence formation, offering implications for future pedagogical strategies, curriculum design, and school-based support systems.

Keywords


Academic motivation; Mathematics achievement; Peer support; Self-efficacy; Student confidence

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References


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DOI: https://doi.org/10.17509/ijomr.v5i1.82065

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