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RESEARCH PAPER
Predicting multidimensionality of mathematical creativity among students: Do mathematics self-efficacy, attitude to mathematics and motivation to mathematics matter?
1
University of Calabar, Calabar, NIGERIA
2
Alex Ekwueme Federal University, Ndufu-Alike, NIGERIA
3
De Oracle Research Network, NIGERIA
4
Institute of Education, NIGERIA
Publication date: 2024-08-06
EURASIA J. Math., Sci Tech. Ed 2024;20(8):em2489
KEYWORDS
mathematical creativitymathematics self-efficacymotivation to mathematicsattitude to mathematicsflexibilityfluency and originalityhierarchical regression
ABSTRACT
Mathematical creativity is the focus of most curriculum in that students with this ability are prone
to solving problems in society from a multidimensional perspective. However, studies of this
nature, especially in Africa, are limited, and this poses a challenge to policy development. To cover
this gap, the study sought to model the predictive effect of mathematics self-efficacy, motivation
for mathematics, and attitude towards mathematics on mathematical creativity from a
multidimensional perspective. The study adopted a cross-sectional survey using 654 mathematics
students for the study. Two instruments–the mathematics self-efficacy, attitude towards
mathematics, and mathematical motivation scales and the mathematical creativity test were used
for data analysis after they had undergone a qualitative and quantitatively rigorous validation
process. This was done using exploratory and confirmatory factor analysis with the average
variance extracted and Fornell-Larcker criterion for convergent and divergent analysis,
respectively, while Cronbach’s alpha was used to determine the stability of the scales. Analysis
was performed using hierarchical regression and the result showed that mathematics self-efficacy
and attitude towards mathematics, when taken individually, are the only strong predictors of
mathematics creativity from the perspective of fluency, flexibility, and originality components.
Collectively, the three predictors were significant in contributing to the variance in mathematics
creatively from the three dimensions assessed. However, mathematics self-efficacy was the
strongest predictor, followed by attitude towards mathematics. The implications of the study were
discussed for policy and curriculum redesign in mathematics education.
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