By the same authors

From the same journal

Relations of mathematics self-concept and its calibration with mathematics achievement: cultural differences among fifteen-year-olds in 34 countries

Research output: Contribution to journalArticle

Author(s)

Department/unit(s)

Publication details

JournalLearning and Instruction
DatePublished - Feb 2010
Issue number1
Volume20
Number of pages16
Pages (from-to)2-17
Original languageEnglish

Abstract

We examined the effects of mathematics self-concept (MSC) and MSC calibration on mathematics achievement through multilevel analyses of the mathematics tests and questionnaire responses of 88,590 15-year olds who participated in the Organization for Economic Cooperation and Development's (OECD) Program for International Student Assessment (PISA). Students with higher MSC or MSC calibration had higher mathematics scores. Students' MSC was more strongly linked to mathematics achievement in countries that were wealthier, more egalitarian, more tolerant of uncertainty, or more flexible regarding gender roles. Calibration of MSC was more strongly linked to mathematics achievement for boys, for low-achievers, and for students in countries that were wealthier, more egalitarian, or more tolerant of uncertainty. Students overestimating their mathematics competence often had low mathematics scores. (C) 2008 Elsevier Ltd. All rights reserved.

Discover related content

Find related publications, people, projects, datasets and more using interactive charts.

View graph of relations