Perceived Attitude, Perceived Self-Efficacy and Performance in Calculus of the Grade 12 Students in Shanghai China

The study was undertaken to find the relationship between Perceived Attitude, and Self-Efficacy to the Performance in Calculus of Grade 12 students in Shanghai, China. A group of 23 Grade 12 students (treatment group) who are taking International Baccalaureate Degree Program (IBPD) Mathematics: Analysis and Approaches – Higher Level Class were invited to take part in the study, and they provided their responses answering the online survey through Wechat mini app. The “Attitudes toward Mathematics Inventory” (ATMI) through Likert-style, was modified into a set of distinguished answers. Forty (40) semantically differentiated. A survey instrument was used and adapted to measure the perceived self-efficacy of the subjects. Pearson r was used to find out the relationship between perceived attitude and performance in Calculus under the treatment group after receiving instruction using digital textbook (Kognity) and find out the relationship between perceived self-efficacy and performance in Calculus of the subjects under the treatment group after receiving instruction using digital textbook (Kognity). Results showed the impact of students’ attitudes and self-efficacy on calculus performance following instruction using the Kognity digital textbook. Analysis of 23 students revealed significant positive correlations between performance and three attitude components: confidence (r = 0.61, p = 0.003), enjoyment (r = 0.52, p = 0.012), and perceived value (r = 0.47, p = 0.023). Regression analysis showed confidence (β = 0.42, p = 0.008) and enjoyment (β = 0.28, p = 0.045) significantly predicted performance, while perceived value did not (β = 0.19, p = 0.142). A particularly strong relationship appeared between self-efficacy and performance (r = 0.65, p = 0.001), with self-efficacy accounting for 42% of performance variance (β = 0.65, p = 0.001). Students with higher self-efficacy scored an average of 6.5% higher per unit increase on the self-efficacy scale. Performance outcomes ranged from 63% to 100% (M = 85.4%, SD = 10.2), while self-efficacy scores averaged 3.8/5 (SD = 0.9). These results prove that both affective factors and self-belief significantly influence calculus achievement in digital learning environments. Confidence and self-efficacy showed particularly strong predictive power, suggesting digital platforms should prioritize features that build mathematical self-assurance through scaffolded challenges and mastery experiences. While enjoyment stays important, perceived value of calculus showed weaker direct effects on immediate performance outcomes.