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|Title:||Self-concept and Self-efficacy in Mathematics: Relations with Mathematics Motivation and Achievement|
|Authors:||Skaalvik, Einar M.|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Skaalvik, E. M. & Skaalvik, S. (2006). Self-concept and Self-efficacy in Mathematics: Relations with Mathematics Motivation and Achievement. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 709-715). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||In two longitudinal studies we examined if mathematics self-perception (self-concept and self- efficacy) predicted subsequent achievement over and above the prediction that could be made by prior achievement. We also tested if the impact of self-perception on subsequent achievement could be explained by students' goal orientation, interest, or self-esteem. Participants were 246 middle school students and 484 high school students in study 1 and 2, respectively. Achievements were indicated by final grades in two successive school years, whereas self-perceptions, interest and goal orientation were measured at the beginning of the second school year. Data were analyzed by means of structural equation modelling. The analyses showed that students' self-perceptions strongly predicted subsequent achievement over and above the prediction that could be made from prior achievement. However, there was no evidence that the effect of self-perception on subsequent achievement was mediated through students' interest, goal orientation, or their self-esteem.|
|Appears in Collections:||ICLS 2006|
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