scholarly journals A trend study of self-concept and mathematics achievement in a cross-cultural context

2007 ◽  
Vol 19 (3) ◽  
pp. 33-47 ◽  
Author(s):  
Jianjun Wang
Keyword(s):  
Mathematics Achievement ◽  
Cultural Context ◽  
Cross Cultural ◽  
Self Concept ◽  
Trend Study ◽  
And Mathematics

Ability Grouping, Mathematics Achievement, and Pupil Attitudes toward Mathematics

1980 ◽  
Vol 11 (1) ◽  
pp. 22-28
Author(s):  
Anne Brassell ◽  
Susan Petry ◽  
Douglas M. Brooks
Keyword(s):  
Mathematics Achievement ◽  
Self Concept ◽  
Mathematics Students ◽  
Mathematics Scores ◽  
Mathematics Attitude ◽  
Mathematics Ability ◽  
Attitude Inventory ◽  
Ability Groups ◽  
Scale Scores ◽  
And Mathematics

Relationships between mathematics attitude and mathematics ability were investigated using six scale scores from Sandman's Mathematics Attitude Inventory and four mathematics scores from the California Test of Basic Skills. The instruments were administered to 714 seventh-grade mathematics students in classes grouped by ability level. Results showed significant differences in mathematics attitude and mathematics ability among the class levels and the teacher-determined ability groups. The mathematics-attitude scales for self-concept and anxiety proved to be the best correlates of mathematics achievement. Attitude data suggest that pupils placed in average-ability groups have self-concept and anxiety difficulties equal to or greater than pupils in low-ability groups.

scholarly journals Assessing the Correlation Between Academic Self-Concept and Mathematics Achievement in Secondary Schools in Nairobi County, Kenya

2019 ◽  
Vol 8 (3) ◽  
pp. 102
Author(s):  
Priscilla Gachigi Njoki ◽  
Dakota King-White ◽  
Theresia Kinai ◽  
Edward Kigen
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Simple Random Sampling ◽  
Self Concept ◽  
Average Score ◽  
School Students ◽  
The Past ◽  
And Mathematics

Students in Kenya have been performing poorly in mathematics in both primary and secondary schools, with the majority of the students scoring below average. The purpose of this study was to explore the extent to which academic self-concept correlates with mathematics achievement of secondary school students in Nairobi County. The study targeted 9,641 Form 3 students in public secondary schools that had registered students for Kenya Certificate of Secondary Education examinations for the past three years. A sample of 500 respondents was drawn using stratified and simple random sampling. A questionnaire that included items from the Academic Self-Concept Questionnaire was used to measure academic self-concept. The average score in mathematics for three consecutive terms was used as the mathematics achievement for each participant. The results from the study showed that academic self-concept positively and significantly predicted mathematics achievement. Based on findings, this article includes recommendations on effective ways that teachers, parents, and other stakeholders can help increase students’ academic self-concept and boost students’ mathematics achievement.

The Relationship Between a Seventh-Grade Pupil's Academic Self-Concept and Achievement in Mathematics

1970 ◽  
Vol 1 (3) ◽  
pp. 173-179
Author(s):  
Alfred Morry Bachman
Keyword(s):  
Public Schools ◽  
Mathematics Achievement ◽  
Significant Relationship ◽  
Self Concept ◽  
Seventh Grade ◽  
Effect Relationship ◽  
Cause And Effect ◽  
Moment Coefficient ◽  
And Mathematics ◽  
The Relationship

The relationship between mathematics self-concept and mathematics achievement was investigated with a sample of 404 seventh-grade students in the Portland, Oregon, Public Schools. Correlations were obtained using the Pearson product-moment coefficient, for several measures of self-concept of ability and mathematics achievement.A significant relationship was found between self-concept of ability in mathematics and mathematics achievement. For the specific self-concept measures used, mathematics self-concept was found to be the best predictor of mathematics achievement.The results suggest needed research on the question whether there is a cause-and-effect relationship between a student's self-concept of his ability to do mathematics and his achievement. In particular, will a change in self-concept (higher) result in a corresponding change in achievement?

Perception or Confidence? Self-Concept, Self-Efficacy and Achievement in Mathematics: A Longitudinal Study

2009 ◽  
Vol 7 (4) ◽  
pp. 387-398 ◽  
Author(s):  
Hsin-Yi Kung
Keyword(s):  
Mathematics Achievement ◽  
Self Efficacy ◽  
Longitudinal Design ◽  
International Association ◽  
Mathematics Learning ◽  
School Level ◽  
Self Concept ◽  
Learning Mathematics ◽  
And Mathematics ◽  
Mathematics Self Efficacy

The Third International Mathematics and Science Study research of the International Association for the Evaluation of Educational Achievement reported in 2003 that Taiwanese fourth- and eighth-graders' mathematics performance exceeded the international average; both groups ranked fourth from among all the participant countries. However, the Index of Students' Self-Confidence in Learning Mathematics was below the international average for both these groups. This study, coming at the end of the first year of a three-year project, explored Taiwanese students' mathematics learning at the high school level from a social cognitive perspective. Utilising structural equation modelling, it examined the relationships among mathematics self-concept, mathematics self-efficacy and mathematics achievement using a longitudinal design. The subjects included 2198 seventh- and tenth-graders from Taiwan. The results indicate a significant correlation between mathematics self-concept and mathematics self-efficacy as well as significant longitudinal effects. Mathematics achievement at Time 1 significantly predicted the mathematics self-concept, mathematics self-efficacy and mathematics achievement at Time 2, while mathematics self-concept and mathematics self-efficacy at Time 1 significantly predicted mathematics achievement at Time 2. The implications of these findings are discussed from the viewpoint of cultivating the students' interest and confidence in learning mathematics, and suggestions are provided for further research.

Investigating the impact of teacher practices and noncognitive factors on mathematics achievement

2019 ◽  
Vol 108 (1) ◽  
pp. 22-45
Author(s):  
Tristan Hann
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Anxiety ◽  
Project Based Learning ◽  
School Level ◽  
Self Concept ◽  
Modeling Framework ◽  
International Student Assessment ◽  
And Mathematics ◽  
Noncognitive Factors ◽  
The Impact

It is with increasing importance that mathematics education research considers the role of noncognitive motivation variables alongside elements of the classroom context in investigations of student mathematics performance. This study uses a hierarchical linear modeling framework to predict mathematics achievement from three classroom variables, project-based learning, group collaboration, and student-driven curriculum, and two noncognitive factors, mathematics anxiety and mathematics self-concept, utilizing data from the 2012 Programme for International Student Assessment (PISA) United States sample. Findings suggest that mathematics classroom contexts that are student-driven and integrate project-based learning positively impact mathematics achievement, and that both mathematics anxiety and mathematics self-concept contribute significantly towards explaining variation in mathematics achievement after accounting for gender, race, socioeconomic status, truancy, and school-level poverty.

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