000			02128nam a22001697a 4500
003			OSt
005			20250328160428.0
008			250328b |||||||| |||| 00| 0 eng d
040			_cNVSU
100			_aDiaz, Bernadette W.
245			_aModel of the influence of students’ academic self-concept and motivational beliefs in learning towards performance in mathematics/ _cBernadette W. Diaz
260			_aBayombong: _bNueva Vizcaya State University, _c2024
300			_aix, 70 leaves : _billustrations (some colored) ; _c28 cm.
500			_aThe study aimed to find a model that describes the interrelationship of Ifugao Grade 10 students' academic self-concept and motivational beliefs in learning to their performance in Mathematics. It also sought to determine a valid and reliable questionnaire that measures academic self-concept, and to analyze their level of Mathematics performance, level of academic self-concept and level of motivational beliefs in learning Two hundred nine Grade 10 students were randomly selected from eleven public junior high schools in Ifugao province. Exploratory Factor Analysis (EFA)was used to identify the domains for academic self-concept. Structural Equation Modelling (SEM) was employed to determine the direct and indirect influence of academic self concept and motivational beliefs in learning to math performance. The results revealed a three-factor model for academic self-concept as reflected by the principal component analysis and parallel analysis. The SEM model revealed that there is a direct influence of beliefs about math and self-efficacy to performance in mathematics. All the domain of academic self-concept and motivational beliefs in learning served to be covariates except the dimension on academic apprehension. Moreover, the study came up with a proposed intervention plan to help improve students' academic performance in Mathematics. Keywords: Academic Self-Concept, Motivational Beliefs in learning. Mathematics Performance, Structural Equation Modelling, Intervention Plan
500			_aThesis (Master of Arts in Teaching - Mathematics)
942			_2ddc _cTH _n0
999			_c515 _d515