ERIC Number: EJ1150831
Record Type: Journal
Publication Date: 2017-Sep
Abstractor: As Provided
Self-Concept Mediates the Relation between Achievement and Emotions in Mathematics
Van der Beek, Jojanneke P. J.; Van der Ven, Sanne H. G.; Kroesbergen, Evelyn H.; Leseman, Paul P. M.
British Journal of Educational Psychology, v87 n3 p478-495 Sep 2017
Background: Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions. Aims: The aims were (1) to investigate the mediating role of mathematical self-concept in the relation between mathematics achievement and the achievement emotions of enjoyment and anxiety in a comprehensive model, and (2) to test possible differences in this mediating role between low-, average-, and high-achieving students. Sample: Participants were ninth-grade students (n = 1,014) from eight secondary schools in the Netherlands. Methods: Through an online survey including mathematical problems, students were asked to indicate their levels of mathematics enjoyment, anxiety, and self-concept. Structural equation modelling was used to test the mediating role of self-concept in the relation between mathematics achievement and emotions. Multigroup analyses were performed to compare these relations across the three achievement groups. Results: Results confirmed full mediation of the relation between mathematics achievement and emotions by mathematical self-concept. Furthermore, we found higher self-concepts, more enjoyment and less math anxiety in high-achieving students compared to their average and low-achieving peers. No differences across these achievement groups were found in the relations in the mediational model. Conclusions: Mathematical self-concept plays a pivotal role in students' appraisal of mathematics. Mathematics achievement is only one factor explaining students' self-concept. Likely also classroom instruction and teachers' feedback strategies help to shape students' self-concept.
Descriptors: Self Concept, Emotional Response, Grade 9, Secondary School Students, Foreign Countries, Mathematics Achievement, Correlation, Anxiety, Online Surveys, Structural Equation Models, Role, Low Achievement, High Achievement, Comparative Analysis, Teaching Methods, Mathematics Instruction, Feedback (Response), Teacher Student Relationship, Secondary School Teachers
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A