Direct and indirect effects of self-concept of ability on math skills

Abstract

The purpose of this study was to examine the direct and indirect effects of self-concept of ability on two math skills (calculation fluency and problem solving) in three grade levels (2, 4, and 7) in China. Two hundred forty-one children (80 Grade 2, 76 Grade 4, and 85 Grade 7) from Shanghai (China) were assessed on calculation fluency and problem solving. They also responded to a questionnaire measuring their math self-concept and interest. Teachers rated the children's task-focused behavior. The results of path analysis showed that self-concept of ability had a direct effect on calculation fluency in Grade 7 and on problem solving in Grades 4 and 7. The results of multiple mediation analyses further showed that part of self-concept of ability's effects on problem solving in Grades 4 and 7 were mediated by task-focused behavior. Taken together, our findings suggest that, even in the context of Chinese culture, self-concept of ability is important for math skills, particularly when predicting problem solving.