Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure

British Journal of Educational Psychology - Tập 84 Số 1 - Trang 152-174 - 2014
Maarten Pinxten1, Herbert W. Marsh2, Bieke De Fraine1, Wim Van Den Noortgate3, Jan Van Damme1
1Centre for Educational Effectiveness and Evaluation KU Leuven Belgium
2Centre for Educational Research; University of Western Sydney; New South Wales Australia
3Centre for Methodology of Educational Sciences, KU Leuven, Belgium

Tóm tắt

BackgroundThe 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.AimThis study aims at exploring differential effects of enjoyment and competence beliefs on two external validity criteria in the field of mathematics.SampleData 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.MethodConfirmatory factor analysis (CFA) was used to test the internal factor structure of the math self‐concept. Additionally, a series of nested models was tested using structural equation modelling to examine longitudinal reciprocal interrelations between math competence beliefs and math enjoyment on the one hand and math achievement and perceived math effort expenditure on the other.ResultsOur results showed that CFA models with separate factors for math enjoyment and math competence beliefs fit the data substantially better than models without it. Furthermore, differential relationships between both constructs and the two educational outcomes were observed. Math competence beliefs had positive effects on math achievement and negative effects on perceived math effort expenditure. Math enjoyment had (mild) positive effects on subsequent perceived effort expenditure and math competence beliefs.ConclusionThis 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

10.1037/a0025047

10.1207/s15326985ep3403_1

10.1023/A:1021302408382

10.1037/a0019644

10.1037/10197-000

10.1080/10705510701301834

10.1177/0049124108314720

10.1207/S15328007SEM0902_5

10.1348/000709906X133589

10.1146/annurev.psych.51.1.171

Craven R. G., 2008, The centrality of self‐concept construct for psychological well‐being and unlocking human potential: Implications for child and educational psychologists, Educational and Child Psychology, 25, 104, 10.53841/bpsecp.2008.25.2.104

10.1207/S15327965PLI1104_01

Dweck C. S., 2006, Mindset. The new psychology of success

Eccles J. S., 2005, Handbook of competence and motivation, 105

10.1007/BF03173468

10.1016/j.learninstruc.2007.09.001

10.1016/j.cedpsych.2009.10.001

10.1016/j.cedpsych.2006.12.002

10.1146/annurev.psych.58.110405.085530

10.1023/A:1018871610174

10.1037/0022‐0663.95.1.124

10.1016/j.jsp.2011.07.001

10.1177/0272431612450949

Maes F., 2002, Longitudinaal onderzoek in het basisonderwijs: Van doelstellingen tot onderzoeksopzet [Longitudinal research in primary education. From objectives to research design]

Marsh H. W., 1992, Self Description Questionnaire I: SDQ I. A theoretical and empirical basis for the measurement of multiple dimensions of preadolescent self‐concept. An interim test manual and research monograph

Marsh H. W., 1999, Self Description Questionnaire II: SDQ II

10.1037/0022‐0663.95.4.687

Marsh H. W., 1999, Separation of competency and affect components of multiple dimensions of academic self‐concept: A developmental perspective, Merrill‐Palmer Quarterly, 45, 567

10.1080/00220973.1996.10806604

10.3102/00028312039003727

10.1348/000709910X503501

10.1177/0146167207312313

10.1037/a0029907

10.1111/j.1467‐8624.2005.00853.x

10.3102/0002831211419649

10.1146/annurev.ecolsys.28.1.341

10.1177/0956797611415540

10.1207/s15326985ep4103_4

10.1207/S15326985EP3702_4

10.1348/000709910X493071

10.1080/15298860290106805

10.1037/0003‐066X.55.1.5

10.3102/00346543046003407

10.1080/13803610801896653

10.1037/0022‐0663.82.3.546

10.1080/00220979909598349

10.1037/a0017048

10.1037/a0027470

10.1207/s15326985ep3902_3

10.1111/j.1750‐8606.2011.00192.x

10.1016/j.stueduc.2012.09.001

10.1037/a0027838

10.1006/ceps.1999.1015

10.1080/01443410.2011.608487

Thông tin
Thông tin xuất bản

British Journal of Educational Psychology

Tập 84 Số 1

152-174

Thông tin tác giả