A Structural Equation Modeling Analysis of Mathematics Attitudes among First-Year Pre-Service Teachers in Atebubu College of Education

Mathematics attitudes among pre-service teachers are critical determinants of instructional effectiveness and students’ learning outcomes in basic education. This study investigated the multidimensional structure and structural relationships of mathematics attitudes among first-year pre-service teachers in Atebubu College of Education using Structural Equation Modelling (SEM). The study was guided by two objectives: to examine the factor structure of mathematics attitudes using the constructs of anxiety, interest, motivation, confidence, perceived difficulty, and usefulness, and to determine the extent to which these constructs predict overall mathematics attitude among first-year pre-service teachers. A quantitative cross-sectional survey design was employed, involving 221 first-semester pre-service teachers. Data were collected using a validated 25-item Likert-scale instrument measuring mathematics anxiety, self-confidence, enjoyment, perceived usefulness, perceived difficulty, and growth mind-set. Confirmatory Factor Analysis (CFA) confirmed a six-factor measurement model with acceptable fit indices (CFI = 0.932; RMSEA = 0.068). Structural model results revealed that mathematics anxiety significantly and negatively predicted self-confidence (β = −0.71) and enjoyment (β = −0.58), while perceived usefulness positively predicted enjoyment (β = 0.64). Growth mind-set positively influenced self-confidence (β = 0.47), whereas perceived difficulty significantly increased mathematics anxiety (β = 0.39). The study concluded that mathematics attitude among first-year pre-service teachers is influenced by multiple psychological and affective factors. The study recommends that mathematics tutors and educational policymakers implement strategies that enhance students’ confidence, motivation, and interest while reducing mathematics anxiety and perceived difficulty.