Abstract
Students’ educational outcomes reflect their knowledge.However, besides the knowledge, self-concept and interest are having a serious effect on educational outcomes.This paper focuses on examining links between math educational outcomes, math self-concept, and interest in this discipline.The study uses a sample of 316 Russian fifth graders.They solved the math test and answered personality questionnaire items.The method of analysis for this study is structural equation modeling.One of the more significant findings to emerge from this study is that high educational outcomes in math associated with the high level of math self-concept.It was also shown that the link between these variables is not moderated by interest in math.These findings suggest an importance of self-concept’s timely measuring.The findings of this study have a number of important implications for future practice of pursuing STEM related degrees.
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