Active Bodies, Confident Minds: Exploring the Relationship Between Physical Activity and Mathematics Self-Efficacy Among High School Students
DOI:
https://doi.org/10.11594/ijmaber.07.08.31Keywords:
Correlational study, high school students, mathematics self-efficacy, physical activityAbstract
This study examined the relationship between physical activity and mathematics self-efficacy among high school students. Specifically, it explored how engagement in physical activity influences students’ confidence in performing mathematics-related tasks. A descriptive–correlational research design was employed, involving 189 high school students from two selected schools in the Philippines. Data were collected using the Physical Activity Questionnaire for Adolescents (PAQ-A) and a Mathematics Self-Efficacy Scale. Descriptive statistics and Pearson Product–Moment Correlation were used for data analysis. Results revealed that students demonstrated a high level of physical activity (M = 4.21, SD = 0.61) and a high level of mathematics self-efficacy (M = 3.98, SD = 0.64). Furthermore, a high positive and statistically significant relationship (r = 0.76, p < 0.05) was found between physical activity and mathematics self-efficacy. These findings suggest that increased engagement in physical activity is associated with higher levels of confidence in mathematics. The study highlights the importance of promoting physical activity as part of a holistic educational approach that supports both physical and academic development. It underscores the role of schools in fostering environments that enhance students’ well-being and academic self-beliefs.
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The raw research data generated and analyzed during this study are securely maintained by the authors and are not publicly available to protect the confidentiality and privacy of the participants, in accordance with ethical research guidelines.
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