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Examining the Relationship of Academic and Emotional Self-Efficacy on

Tourism Students' Motivation in Mathematics

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DOI: 10.5281/zenodo.11725161

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 Journal of Advanced Studies in Tourism, Hospitality, and Management
2024, ISSN xxxx-xxxx
Volume 1
https://doi.org/10.5281/zenodo.11725161
Received: 13 April 2024 Accepted: 3 June 2024
RESEARCH ARTICLE

EXAMINING THE RELATIONSHIP OF ACADEMIC AND

EMOTIONAL SELF-EFFICACY ON TOURISM STUDENTS'
MOTIVATION IN MATHEMATICS
Cherry C. Escarilla, Elvis Lesly T. Taño-An, Angelyn M. Aquino, Manuel A. Gaviola, Niño N. Sacapaño,
Mary Criss M. Tus, Eugene E. Toring, Kimberly N. Toring, Jhoselle Tus, Jimmy B. Maming
Email: cherrycolesioescarilla@gmail.com
Abstract
This research analyzes the relationship between academic and affective self-efficacy and students' motivation to learn mathematics. In
this study, the relationship between Academic Self-Efficacy (ASE), Emotional Self-Efficacy (ESE), and Student Mathematics
Motivation (SMM) from the perspective of the students is investigated. In order to determine the correlation between ASE, ESE, and
SMM levels, their respective indicators must be utilized to characterize them. Utilizing random sampling, 168 college student
respondents were selected in total. A descriptive questionnaire survey was utilized to collect the data, which was then analyzed using
the Pearson correlation coefficient. There is a high level of descriptiveness in student motivation in mathematics, academic, and
emotional self-efficacy. The variables' indicators were identified to have a significant and positive association.
Keywords: academic self-efficacy, emotional self-efficacy, mathematics motivation

Introduction
Students' motivation in mathematics impacts their learning and drive to succeed and determines the extent of their academic
advancement. Most students lacking motivation in mathematics are typically not academically inclined, unwilling to tackle challenging
tasks, prone to succumbing to failures and frustrations and emotionally disturbed (Damrongpanit, 2019). This motivation drives their
actions toward specific objectives, resulting in heightened effort and vigor (Bhatt & Bahadur, 2018). Motivated students are more
inclined to focus and try comprehending the topic rather than passively engaging in superficial learning. Fatima, Zamir, Ali, and Fatima
(2020) observed that a need for success drives all students due to varying levels of accomplishment motivation.
Dowker et al. (2016) state that motivation is paramount in numerous disciplines. However, research suggests that mathematics poses
unique obstacles to motivation, including anxiety and the perception that the subject lacks personal significance or utility (Peterson &
Hyde, 2017).
Prast et al. (2018) emphasized that low academic self-efficacy expectations are significantly affected by the level of involvement and
the perceived worth of a particular assignment or activity. According to Dickhauser et al. (2016), students lose their motivation to learn
when they do not have a healthy sense of emotional self-efficacy. This can be attributed to a lack of support from professors, negative
feedback, and incorrect advice. According to Bal-Taştan et al. (2018), the shift from elementary school to middle school is associated
with a decrease in students' sense of self-efficacy.
It has been demonstrated through academic research that Academic Self-Efficacy (ASE) significantly impacts both academic attainment
and learning outcomes. Several settings, such as early childhood education, higher education, and tertiary institutions, have all provided
empirical evidence supporting this association's existence. The relationship between Academic Self-Efficacy (ASE) and academic
accomplishment has been the focus of many studies, each providing a different point of view (Honicke & Broadbent, 2016).
Academic self-efficacy has been found to correlate with many different characteristics of students' academic performance and mentality.
These features include achievement, cognitive engagement, critical thinking, commitment, strategy utilization, resilience, and
susceptibility to negative emotions. Academic motivation, interest, and performance can be significantly influenced by children's self-
assurance in their capacity to navigate their educational development and excel in complex subjects (Cassidy, 2015; Peguero & Shaffer,
2019; Honicke & Broadbent, 2016). Self-confident individuals are confident of their ability to strategize, execute, and supervise the
successful completion of tasks or resolve problems at a specific level of proficiency. Self-efficacy is commonly understood as a complex

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Escarilla et al. 11
concept that encompasses various operational dimensions (Wang et al., 2018).
The development of self-efficacy principles occurs when an individual attains proficiency. These convictions influence the level of
effort that is put forth, the capacity to persevere in the face of difficulties, and the susceptibility to anxiety and tiredness. They encourage
the development of a profound comprehension that plays a role in managing excitement and provides direction for behavior in various
settings (situations). Moreover, they enhance the understanding that impacts one's capacity to regulate excitement and exert influence
over various behaviors and decisions (Abdel-Hadi, 2017). Because emotional self-efficacy is only one of several characteristics
associated with the perceived ability to regulate and supervise demanding behaviors, the theory of self-efficacy was expanded to include
the evaluation of a variety of beliefs related to emotional self-efficacy. Emotional self-efficacy refers to the conviction that an individual
possesses the ability to precisely and efficiently comprehend emotional information and to employ this knowledge to control and manage
their feelings deliberately.
The fundamental objective of this research endeavor is to ascertain the connection between the level of mathematical motivation among
students and the degree to which they feel capable of achieving academic and emotional success. In order to get started, it is necessary
to determine the extent of academic self-efficacy by investigating self-engagement, self-directed problem-solving, collaborative
problem-solving, and interpersonal climate. The evaluation of one's ability to utilize and control emotions, perceive and interpret
emotions, engage with the emotions of others, and discern emotions transmitted through body language and facial expressions are all
components of emotional self-efficacy.
Methodology
The study utilized a correlational research design to examine the relationship between various variables, involving 168 Tourism college
students from a local state college in Aklan as respondents. Using three detailed survey questions, the researcher assessed the students'
mathematical, emotional, and academic motivation. Each survey item underwent external and internal vetting, with Cronbach's Alpha
used to determine reliability. Preliminary surveys were conducted in institutions not involved in the final study to ensure unbiased
results. The academic self-efficacy evaluation tool by Sagone and De Caroli (2014) was adapted, revealing internal consistency ranging
from 0.67 to 0.88%. The emotional self-efficacy assessment was based on the Youth Emotional Self-Efficacy Scale, showing reliability
with Cronbach's alpha coefficients ranging from 0.79 to 0.89. The study also evaluated students' motivation in mathematics using a
questionnaire by Fiorella et al. (2021), which proved valid and reliable. Ethical considerations were meticulously addressed, ensuring
voluntary participation, privacy, and confidentiality as per the Data Privacy Act of 2012 (RA 10173). The study provided valuable
insights and ensured that participants' rights and privacy were protected throughout the research process.
Results and Discussion
Significance of the Relationship of Academic Self-Efficacy to Students' Mathematics Motivation
In mathematics, Table 1 illustrates the association between academic self-efficacy and student motivation regarding the subject. Each
of the p-values for each indicator is presented in the table, and it has been established that all are lower than 0.05. Specifically, about
mathematics, the findings of this study indicate a strong and positive association between academic self-efficacy indicators and students'
motivation level. As can be seen from the values displayed in the table, there is a positive correlation between the variables.
Table 1. Significant Relationship among the Variables
Independent Variable r- value r- squared p-value Decision

Self-Engagement 0.571* 0.326 0.001 Reject H₀

Self-Oriented Decision 0.450* 0.220 0.001 Reject H₀

Making

Others-Oriented Problem 0.441* 0.205 0.001 Reject H₀

Solving

Interpersonal climate 0.423* 0.204 0.001 Reject H₀

The conclusions drawn from earlier studies were further supported by the findings gained from this examination. According to Honicke
and Broadbent (2021), a correlation was found between academic self-efficacy, academic achievement, and motivation in mathematics
throughout various educational levels (including early infancy, secondary schooling, and tertiary education). This association was
detected across all three levels of education. Peguero and Shaffer (2019) state a substantial positive link between academic achievement,
interest, and motivation and an individual's confidence in their ability to navigate their academic journey and excel in complex fields
effectively. This correlation is noteworthy because it is positive.
Conclusion
The study found that students consistently exhibit high academic and emotional self-efficacy and strong motivation in mathematics.
Positive associations were identified between academic and student motivation, emotional self-efficacy, and enthusiasm for learning
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J Adv Stud Tou Hos Man, ISSN xxxx-xxxx, 2024, DOI:10.5281/zenodo.11725161 12
mathematics. Conversely, a low level of motivation was linked to decreased mathematical engagement. The findings suggest that
students' self-efficacy and motivation to excel in mathematics improve. It is recommended that parents provide ongoing support and
encouragement for their children's mathematical development, fostering open communication and problem-solving at home. Educators
should use engaging instructional methods and pursue professional development to enhance their teaching skills. The school should
prioritize educator monitoring and development to manage students' academic and emotional self-efficacy. Future research should
explore additional factors influencing students' mathematical motivation and academic success.
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Affiliations and Corresponding Information
Dr. Cherry C. Escarilla
Malay College – Philippines
Prof. Elvis Lesly T. Taño-An
Malay College – Philippines
Prof. Angelyn M. Aquino
Malay College – Philippines
Prof. Manuel A. Gaviola
Aklan State University – Ibajay Campus
Niño N. Sacapaño
Malay College – Philippines
Prof. Mary Criss M. Tus
Philippine Christian University – Philippines
Dr. Eugene E. Toring
Indiana Aerospace University - Philippines
Nuevo School of Technology and Humanities, Inc. – Philippines
Dr. Kimberly N. Toring
University of the Visayas – Philippines
Nuevo School of Technology and Humanities, Inc. – Philippines
Dr. Jhoselle Tus
Malay College – Philippines
St. Dominic College of Asia – Philippines
Dr. Jimmy B. Maming
Malay College – Philippines

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J Adv Stud Tou Hos Man, ISSN xxxx-xxxx, 2024, DOI:10.5281/zenodo.11725161 15

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