SELF-CONCEPT AND SELF-EFFICACY-EFFORT AS PREDICTORS OF MATHEMATICAL ENGAGEMENT AMONG GRADE 10 LEARNERS

This study aspired to examine the impact of self-concept and self-efficacy-effort on students’ mathematical engagement. The quantitative study which employs descriptive and correlational approaches was used in the study. The research sample consists of 274 Grade 10 students from four public junior high schools in the New Corella District, Division of Davao del Norte. Respondents were selected using a stratified random sampling technique. Statistical analysis was conducted using mean, standard deviation, Pearson-r correlation, and multiple regression. Findings indicate that learners’ self-concept is moderately evident, as reflected in their engagement with math-related tasks, while their self-efficacy-effort is similarly demonstrated through their ability to perform mathematical tasks. Furthermore, students exhibit a high level of mathematical engagement, signifying strong involvement in mathematical activities. Notably, both self-concept and self-efficacy-effort show a moderate positive correlation with mathematical engagement. These results suggest that enhancing students’ self-concept and self-efficacy-effort can lead to greater engagement in mathematical tasks. The study holds implications for students, educators, parents, school administrators, policymakers, and future researchers, encouraging further exploration of factors influencing students' mathematical engagement. Keywords: Self-efficacy-effort, New Corella District, Davao del Nort