Examining the relationship between secondary school 8th grade students' mathematics self-efficacy perceptions and mathematics achievement scores

The purpose of this study is to examine the relationships between 8th-grade students' perceptions of mathematics self-efficacy and their mathematics achievement scores. The study was conducted using a relational screening model, and the study group consisted of 605 students enrolled in public middle schools in the Malatya city center during the 2024-2025 academic year. A Personal Information Form and the Mathematics Self-Efficacy Perception Scale were used as data collection tools. Skewness and kurtosis tests, Independent Samples T-tests, ANOVA tests, Pearson Product-Moment Correlation Analysis, and Linear Regression Analysis were used in data analysis. According to the research findings, it was determined that the students' perceptions of mathematics self-efficacy were at a moderate level. Perceptions of mathematics self-efficacy differed significantly according to gender, family income level, and report card grade. There is a moderately positive and significant relationship between perceptions of mathematics self-efficacy and mathematics achievement. According to the linear regression analysis results, perceptions of mathematics self-efficacy are a significant predictor of mathematics achievement scores. In line with the findings, it was suggested that studies aimed at strengthening students' self-efficacy perceptions should be included in educational programs. Key Words: Relational Screening Model, Mathematics Achievement, Mathematics Self-Efficacy, Perception of Mathematics Self-Efficacy