Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure
Tóm tắt
The multidimensionality of the academic self‐concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so‐called affect‐competence separation) needs further examination.
This study aims at exploring differential effects of enjoyment and competence beliefs on two external validity criteria in the field of mathematics.
Data analysed in this study were part of a large‐scale longitudinal research project. Following a five‐wave design, math enjoyment, math competence beliefs, math achievement, and perceived math effort expenditure measures were repeatedly collected from a cohort of 4,724 pupils in Grades 3–7.
Confirmatory factor analysis (
Our results showed that
This study provides further support for the affect‐competence separation. Theoretical issues regarding adequate conceptualization and practical consequences for practitioners are discussed.
Từ khóa
Tài liệu tham khảo
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