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?

scholarly journals A Student’s Guide to the Classification and Operationalization of Variables in the Conceptualization and Design of a Clinical Study: Part 1

2021 ◽  
Vol 43 (2) ◽  
pp. 177-179 ◽  
Author(s):  
Chittaranjan Andrade
Keyword(s):  
Clinical Study ◽  
Significant Relationship ◽  
Research Experience ◽  
Process Variables ◽  
Know How ◽  
Independent Variables ◽  
Cause And Effect ◽  
Confounding Variables ◽  
Dependent Variables ◽  
The Relationship

Students without prior research experience may not know how to conceptualize and design a study. This article explains how an understanding of the classification and operationalization of variables is the key to the process. Variables describe aspects of the sample that is under study; they are so called because they vary in value from subject to subject in the sample. Variables may be independent or dependent. Independent variables influence the value of other variables; dependent variables are influenced in value by other variables. A hypothesis states an expected relationship between variables. A significant relationship between an independent and dependent variable does not prove cause and effect; the relationship may partly or wholly be explained by one or more confounding variables. Variables need to be operationalized; that is, defined in a way that permits their accurate measurement. These and other concepts are explained with the help of clinically relevant examples.

scholarly journals Family involvement, adolescent self-concept and academic achievement

2015 ◽  
Vol 5 (3) ◽  
pp. 293-311
Author(s):  
Ana Álvarez ◽  
Natalia Suárez ◽  
Ellián Tuero ◽  
José C. Núñez ◽  
Antonio Valle ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Multivariate Analysis ◽  
Parental Involvement ◽  
Family Involvement ◽  
Significant Relationship ◽  
Study Data ◽  
Self Concept ◽  
First Year ◽  
Achievement Scores ◽  
The Relationship

The purpose of this work was to analyze the specific relationship between parental involvement, dimensions of student self-concept and achievement. 503 students of Secondary Education (ESO) and the first year of Baccalaureate course participated in the study. Data were collected using two questionnaires (Family Involvement Questionnaire and Self-Concept Scale for Adolescents) and academic achievement scores. Data were analyzed using multivariate analysis of variance and paths analysis. The results obtained suggest a significant relationship between the dimensions of perceived family involvement and the dimensions of self-concept (except for parents' praise behaviors). What's more, the relationship between perceived family involvement and achievement is partially mediated by the academic self-concept.

scholarly journals Family involvement, adolescent self-concept and academic achievement

2015 ◽  
Vol 5 (3) ◽  
pp. 293-311
Author(s):  
Ana Álvarez ◽  
Natalia Suárez ◽  
Ellián Tuero ◽  
José C. Núñez ◽  
Antonio Valle ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Multivariate Analysis ◽  
Parental Involvement ◽  
Family Involvement ◽  
Significant Relationship ◽  
Study Data ◽  
Self Concept ◽  
First Year ◽  
Achievement Scores ◽  
The Relationship

The purpose of this work was to analyze the specific relationship between parental involvement, dimensions of student self-concept and achievement. 503 students of Secondary Education (ESO) and the first year of Baccalaureate course participated in the study. Data were collected using two questionnaires (Family Involvement Questionnaire and Self-Concept Scale for Adolescents) and academic achievement scores. Data were analyzed using multivariate analysis of variance and paths analysis. The results obtained suggest a significant relationship between the dimensions of perceived family involvement and the dimensions of self-concept (except for parents' praise behaviors). What's more, the relationship between perceived family involvement and achievement is partially mediated by the academic self-concept.

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.

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