From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest

Maria G Tosto,Kathryn Asbury,Michèle M.M Mazzocco,Stephen A Petrill,Yulia Kovas

doi:10.1016/j.lindif.2016.07.009

Abstract

Drawing on Bandura's triadic reciprocal causation model, perceived classroom environment and three intrapersonal factors (mathematics self-efficacy, maths interest and academic self-concept) were considered as predictors of test performance in two correlated mathematics assessments: a public examination (GCSE) and an on-line test, both taken by UK pupils at age 16 (n=6689). Intrapersonal factors were significantly associated with both test scores, even when the alternative score was taken into account. Classroom environment did not correlate with mathematics achievement once intrapersonal factors and alternative test performance were included in the model, but was associated with subject interest and academic self-concept. Perceptions of classroom environment may exercise an indirect influence on achievement by boosting interest and self-concept. In turn, these intrapersonal factors have direct relationships with achievement and were found to mediate the relationship between perceived classroom environment and maths performance. Findings and their implications for mathematics education are discussed.

Highlights

IntroductionLongitudinal research in the UK suggests that people with poor mathematical skills are more than twice as likely as those with better skills to be represented at the lowest level of employment, and are at increased risk of poor mental and physical health (Bynner & Parsons, 2005)
This study suggested that the mathematical component assessed may affect study outcomes as both mathematics selfconcept and interest were more strongly associated with school grades than with standardised mathematics tests
Levene's test indicated that the variances did not significantly differ in males and females for web-tests and GCSE grades

Summary

Introduction

Longitudinal research in the UK suggests that people with poor mathematical skills are more than twice as likely as those with better skills to be represented at the lowest level of employment, and are at increased risk of poor mental and physical health (Bynner & Parsons, 2005). GCSE maths is graded from A* (A-star) to G, and Grade C is the minimum requirement for many educational and employment opportunities. The number of employment opportunities requiring a minimum of Grade C is constantly growing. Grade C, is a minimum requirement for accessing many opportunities the adult world has to offer, and achieving it is an important hurdle for young people to overcome. In summer 2014, 42.4% of candidates for GCSE maths achieved less than Grade C (Joint Council for Qualifications, 2014)

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Conclusion