Abstract
This study aimed at exploring the formation mechanism of mathematics self-concept of left-behind children and the influence mechanism of mathematics self-concept on their mathematics achievement. In study 1, the formation mechanism of mathematics self-concept was examined using multilevel analyses of 874 left-behind children. The results showed that (1) the individual mathematics achievement of left-behind children had a significant positive predictive effect on mathematics self-concept, Chinese achievement had a significant negative predictive effect on mathematics self-concept, and the class-average mathematics achievement had no significant effect on mathematics self-concept; and (2) when left-behind children were the majority group, there was an assimilation effect on downward interpersonal social comparison. When left-behind children were the minority group, there was a contrast effect on upward intergroup social comparison. In study 2, the influence mechanism of mathematics self-concept of 585 left-behind children was investigated with a tracking research. The results suggested that (1) Time 1 mathematics self-concept had significant effects on Time 2 mathematics school engagement at between-group and within-group levels; and (2) Time 2 mathematics school engagement played a partial mediating role between Time 1 mathematics self-concept and Time 2 mathematics achievement at the within-group level. These results indicate that the formation and influence mechanism of mathematics self-concept of left-behind children is influenced by contextualized characteristics.
Highlights
Academic self-concept expresses how students perceive their own skills as a result of the feedback and experience gained in a school environment (Cetinkaya 2017)
The results indicated that the mathematics self-concept of left-behind children was positively predicted by their mathematics achievement but negatively predicted by their Chinese achievement
The results showed that the mathematics self-concept of left-behind children at Time 1 (T1) had significant effects on their mathematics school engagement at Time 2 (T2) at within-group and between-group levels
Summary
Academic self-concept expresses how students perceive their own skills as a result of the feedback and experience gained in a school environment (Cetinkaya 2017). Academic selfconcept was first proposed by Shavelson et al (1976) in their theory of hierarchical and multidimensional self-concept. Since it has been used in almost all academic domains, including mathematics, English, science, and some other subjects, for which it is divided into somewhat different selfconcepts corresponding to different domains. Marsh and Shavelson (1985) posited a revised Marsh/Shavelson model that focused on the two core domains of mathematics and verbal academic self-concepts. Research has proven that comparisons are important antecedents of academic self-concept (Marsh and Martin 2011; Möller and Marsh 2013).
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
