Math track placement and reflected classroom appraisals are related to changes in early adolescents’ math self-concept

Abstract

Self-perception of academic competence is a strong predictor of students’ achievement striving. We examined adolescents’ beliefs about their math teachers’ perceptions of students (reflected classroom appraisals) and math track placement as subtle sources of information that might influence students’ math self-concept. Sixth graders (n = 322; 72% White; 164 girls) in the Southeast United States completed measures of math self-concept and reflected classroom appraisals at the beginning and end of their sixth-grade year. With parent education, prior math achievement, and prior math self-concept controlled, honours math placement and students’ reflected classroom appraisals predicted increases in math self-concept from beginning to end of students’ sixth-grade year. Results from this study are important for further understanding of the influences of students’ school experiences on the development of their self-perceptions.