Self-concept and self-efficacy in mathematics: relation with mathematics motivation and achievement

Abstract

In two longitudinal studies we examined if mathematics self-perception (self-concept and self-efficacy) predicted subsequent achievement over and above the prediction that could be made by prior achievement. We also tested if the impact of self-perception on subsequent achievement could be explained by students' goal orientation, interest, or self-esteem. Participants were 246 middle school students and 484 high school students in study 1 and 2, respectively. Achievements were indicated by final grades in two successive school years, whereas self-perceptions, interest and goal orientation were measured at the beginning of the second school year. Data were analyzed by means of structural equation modelling. The analyses showed that students' self-perceptions strongly predicted subsequent achievement over and above the prediction that could be made from prior achievement. However, there was no evidence that the effect of self-perception on subsequent achievement was mediated through students' interest, goal orientation, or their self-esteem.