Comparative predictive roles of mathematical self-efficacy and learning motivation on students’ critical thinking skills: Evidence from structural equation modeling

Nanang Khuzaini; Nuryadi; Muhammad Irfan Rumasoreng; Muhammad Farid Nasrulloh; Arie Purwanto

doi:10.58524/nkkjsx64

Authors

Nanang Khuzaini Universitas Mercu Buana, Indonesia
Nuryadi Universitas Mercu Buana, Indonesia
Muhammad Irfan Rumasoreng Universitas Mercu Buana, Indonesia
Muhammad Farid Nasrulloh Universitas Wahab Hasbulloh, Indonesia
Arie Purwanto Universitas Mercu Buana, Indonesia

DOI:

https://doi.org/10.58524/nkkjsx64

Keywords:

Critical Thinking, Learning Motivation, Mathematical Self-Efficacy, Secondary Mathematics Education, Structural Equation Modeling

Abstract

Background: Critical thinking is a key competency in mathematics education that enables students to analyze information, justify reasoning, and solve problems effectively. Although learning motivation and mathematical self-efficacy are widely recognized as important affective factors, their comparative contributions to students’ critical thinking remain unclear.

Aims: This study aimed to compare the predictive roles of learning motivation and mathematical self-efficacy in explaining students’ critical thinking skills in solving Pythagorean theorem problems.

Method: A quantitative cross-sectional correlational design was employed involving 34 eighth-grade students selected through simple random sampling. Data were collected using an ARCS-based learning motivation questionnaire, a mathematical self-efficacy questionnaire, and an Ennis-based critical thinking test. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) with LISREL 8.80 were used to evaluate the proposed model.

Results: The measurement model demonstrated satisfactory validity and reliability (KMO = 0.892; factor loadings ≥ 0.50). The refined structural model achieved acceptable fit (NNFI = 0.97, CFI = 0.98, NFI = 0.96, RFI = 0.94, RMSEA = 0.093). Mathematical self-efficacy positively predicted critical thinking (t = 4.40), whereas learning motivation showed a significant negative association (t = −2.26).

Conclusion: Mathematical self-efficacy was a stronger predictor of critical thinking than learning motivation, indicating that students’ confidence in performing mathematical tasks is more closely associated with higher-order reasoning. Given the limited sample size, these findings should be interpreted as preliminary evidence requiring further validation.

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