Abstract:
This study explored the relationship between mathematics self-concept and mathematics achievement amongst primary school children (n = 805) studying in grades 3, 4 and 5. The instruments consisted of a Mathematics Self-Concept Questionnaire derived from Michigan Childhood and Beyond Study (Eccles, Wigfield , Blumenfeld & Harold, 1984), Mathematics Placement Test for each grade based on items from the Placement Tests for Singapore Primary Mathematics (2004) and' Mathematics School Test reflecting assessment at the end of the academic year (2004-2005) by the school authorities. A weaker correlatio'n was detected between mathematics self-concept and mathematics achievement in grade 3 and 4 but it was comparatively significant in grade 5. Mathematics self-concept of girls was positively correlated to mathematics achievement at grade 4 and 5 level whereas a significant correlation was detected in case of boys only in grade 5. Mathematics self-concept on the whole, was found to be an important indicator of mathematics performance at elementary level. The findings of this study have strong implications for teachers regarding students' perception management at school.
Page(s):
21-38
DOI:
DOI not available
Published:
Journal: Pakistan Journal of Social and Clinical Psychology, Volume: 4, Issue: 1-2, Year: 2006