Role of Mathematical Self-Efficacy and Self-Concept in Mathematics Achievement: A Structural-Motivational Model

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Role of Mathematical Self-Efficacy and Self-Concept in Mathematics Achievement: A Structural-Motivational Model

Journal Title: Akdeniz İnsani Bilimler Dergisi - Year 2017, Vol 7, Issue 2

Abstract

Mathematical self-efficacy and mathematical self-concept are motivational elements of social-cognitive theory. This theory proposes that mathematical self-efficacy and mathematical self-concept are better mediators or predictors ofmathematics achievementthanaffective-motivational and background variables. Therefore, the aim of the research is to investigate a structural-motivational model of mathematics achievement for a low performing country in the PISA (Turkey) based on the integration of Ferla, Valcke and Cai’s (2009) model of mathematical self-efficacy and self-concept for a high performing country in the PISA (Belgium). Important finds from the model indicates: (a) mathematical self-efficacy was more predictive of mathematicsachievement than is mathematical self-concept, mathematics anxiety, mathematics interest, grade level, or gender, while mathematical self-concept is a better mediator for affective-motivational variables on mathematics achievement than the other variables; (b) students’ mathematical self-efficacy strongly influenced their mathematical self-concept and not vice versa; (c) surprisingly, mathematics interest has a negative influence on mathematics achievement; and (d) the proposed model explained 34% of the variance in mathematics achievement. These results showthe importance of academic motivation in the prediction of mathematics achievement for low performing and high performing countries in the PISA.

Authors and Affiliations

Cem Oktay GÜZELLER, Ayça AKIN

Keywords

EP ID EP530954
DOI 10.13114/MJH.2017.364
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