NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ780340
Record Type: Journal
Publication Date: 2008-Jan
Pages: 13
Abstractor: Author
Reference Count: 57
ISSN: ISSN-0144-3410
Academic Self-Beliefs and Prior Knowledge as Predictors of Student Achievement in Mathematics: A Structural Model
Hailikari, Telle; Nevgi, Anne; Komulainen, Erkki
Educational Psychology, v28 n1 p59-71 Jan 2008
The aim of this study was to explore the relationships between prior knowledge, academic self-beliefs, and previous study success in predicting the achievement of 139 students on a university mathematics course. Structural equation modelling was used to explore the interplay of these variables in predicting student achievement. The results revealed that domain-specific prior knowledge was the strongest predictor of student achievement over and above other variables included in the model and, together with previous study success, explained 55% of the variance. Academic self-beliefs strongly correlated with previous study success and had a strong direct influence on prior knowledge test performance. However, self-beliefs predicted student achievement only indirectly via prior knowledge. The results imply that both prior knowledge and self-beliefs should be taken into account when considering instructional support issues, because they can provide valuable insights about the future performance of the students. (Contains 2 figures and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A