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A structural model for predicting mathematics achievement: its relation with anxiety and self-concept in mathematics
1Department of Psychology, United Arab Emirates University, Al-Ain, United Arab Emirates. hilalm@uaeu.ac.ae
Psychological Reports
|July 6, 2000
Summary
Mathematics achievement is influenced by perceived importance and effort, and it impacts self-concept and anxiety in elementary students. This model explains significant variance in these factors.
Area of Science:
- Educational Psychology
- Quantitative Psychology
Background:
- Understanding factors influencing mathematics achievement is crucial for educational interventions.
- Previous research suggests a complex interplay between cognitive, affective, and behavioral variables in academic success.
Purpose of the Study:
- To propose and test a structural equation model of mathematics achievement.
- To examine the relationships between antecedent factors (importance, effort, anxiety) and subsequent factors (self-concept) of achievement.
Main Methods:
- Structural equations modeling was employed.
- A sample of 394 elementary students in Al-Ain school district participated.
- Data were collected using the Arabic Self-description Questionnaire and custom questionnaires, supplemented by official mathematics grades.
Main Results:
- Perceived importance and effort in mathematics were positively associated with achievement.
- Mathematics achievement positively predicted self-concept and negatively predicted anxiety.
- The model explained 40% of the variance in achievement, 64% in self-concept, and 73% in anxiety.
Conclusions:
- Mathematics achievement is a significant outcome and antecedent construct.
- The findings highlight the importance of fostering positive perceptions and effort to enhance mathematics achievement and student well-being.