Doctor Jojanneke P. J. Van der Beek, Doctor Sanne H. G. Van der Ven, Doctor Evelyn H. Kroesbergen and Professor Paul P. M. Leseman
This academic research paper reports the findings of a study into the ‘mediating role of mathematical self-concept’ (pupils’ self–assessment in relation to their mathematical achievement and emotions of enjoyment and anxiety). The authors set out to test possible differences in this mediating role between low-, average-, and high-achieving pupils.
The results of the study found a strong relationship between mathematical achievement and emotions. The data also suggested that pupils with higher mathematical self-concepts – those who had more enjoyment and less anxiety – were also higher achievers compared to their average and low-achieving peers.
The authors concluded that mathematical self-concepts play a pivotal role in pupils’ assessments of mathematics, though they also suggest that mathematical achievement is only one factor explaining pupils’ self-concept. It is also likely that classroom instruction and teachers’ feedback strategies.
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