An Alternative Interpretation of the Relationship between Self-Concept and Mathematics Achievement: Comparison of Chinese and US Students as a Context

2008 ◽  
Vol 21 (3) ◽  
pp. 154-174 ◽  
Author(s):  
Jian Wang ◽  
Emily Lin
Keyword(s):  
Mathematics Achievement ◽  
Alternative Interpretation ◽  
Self Concept ◽  
And Mathematics ◽  
The Relationship

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?

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.

Conservation, Seriation, Classification and Mathematics Achievement in Nigerian Children

1976 ◽  
Vol 38 (3_suppl) ◽  
pp. 1335-1339 ◽  
Author(s):  
Helen Omotoso ◽  
Bernard Shapiro
Keyword(s):  
Sex Differences ◽  
Mathematics Achievement ◽  
Achievement Test ◽  
Nigerian Children ◽  
And Mathematics ◽  
The Relationship ◽  
Mathematics Achievement Test

This study investigated the relationship among the acquisition of mathematics achievement and the abilities of conservation, seriation, and classification. Native Nigerian children, ages 4 to 8 yr. ( N = 120), were subjects. Data showed (a) moderate to high relationships of mathematics achievement and conservation, seriation, and classification abilities, (b) few sex differences either on the mathematics achievement test or on the performance of the various Piagetian tasks, and (c) that the operational stage is attained around the age 8 rather than somewhat earlier as we expected.

scholarly journals UNDERGRADUATE STUDENTS SELF-CONCEPT AND THEIR MATHEMATICS PROCEDURAL KNOWLEDGE: THE RELATIONSHIP

2019 ◽  
Vol 8 (1) ◽  
pp. 99
Author(s):  
Muhammad Win Afgani ◽  
Didi Suryadi ◽  
Jarnawi Afgani Dahlan
Keyword(s):  
Mathematics Education ◽  
Undergraduate Students ◽  
Procedural Knowledge ◽  
Rank Correlation ◽  
Sampling Technique ◽  
Private University ◽  
Self Concept ◽  
Public And Private ◽  
And Mathematics ◽  
The Relationship

This study aimed to explain the relationship between self-concept and mathematics procedural knowledge among undergraduate students of mathematics education. This study investigated the affective and cognitive aspect of students in the learning of mathematics. The method in this study surveyed with non-probability sampling technique. The subjects were 133 undergraduate students of mathematics education from public and private university in Palembang, Indonesia. 66 of them were undergraduate students in public university. The rest of them were undergraduate students in a private university. The instruments that were used are questionnaire of self-concept and essay test of mathematics procedural knowledge. The result from the Spearman Rank Correlation showed Sig. = 0.006 < 0.05. From that result, we conclude that there is a significant relationship between undergraduate students’ self-concept and their mathematics procedural knowledge.

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