A J Martin1, R L Debus. 1. Faculty of Education, University of Western Sydney, Nepean, Australia. a.martin@uws.edu.au
Abstract
BACKGROUND: There is a need for research to (a) explore more fully the academic outcomes that follow from under-/over-rating of self-concept and (b) identify factors that predict the nature of self-reports of self-concept as well as under- and over-rating of this self-concept. AIMS: The study examines the link between students' self-appraisals of both mathematics self-concept and under-/over-rating of this self-concept and educational outcomes in mathematics such as achievement and motivation (future plans for mathematics). Ego-dimensions (ego-orientation and competence-valuation) and public self-consciousness were examined as two factors that might contribute to predicting these self-appraisals. SAMPLE: Findings are drawn from a sample of 382 male and female high school students ranging in age from 14 to 16 years. METHODS: Students responded to a questionnaire (at Time 1) that assessed self-concept, motivation orientation, competence-valuation, self-consciousness, and mathematics motivation. Teachers rated each student using a brief mathematics self-concept scale. RESULTS: Higher mathematics self-concept and over-rating of this self-concept were predictive of higher levels of mathematics motivation and later mathematics achievement (Time 2). Findings also indicate that ego-orientation and competence-valuation are positively associated with mathematics self-concept and over-rating, whilst public self-consciousness negatively predicts mathematics self-concept and is also associated with a tendency to under-rate oneself in this domain.
BACKGROUND: There is a need for research to (a) explore more fully the academic outcomes that follow from under-/over-rating of self-concept and (b) identify factors that predict the nature of self-reports of self-concept as well as under- and over-rating of this self-concept. AIMS: The study examines the link between students' self-appraisals of both mathematics self-concept and under-/over-rating of this self-concept and educational outcomes in mathematics such as achievement and motivation (future plans for mathematics). Ego-dimensions (ego-orientation and competence-valuation) and public self-consciousness were examined as two factors that might contribute to predicting these self-appraisals. SAMPLE: Findings are drawn from a sample of 382 male and female high school students ranging in age from 14 to 16 years. METHODS: Students responded to a questionnaire (at Time 1) that assessed self-concept, motivation orientation, competence-valuation, self-consciousness, and mathematics motivation. Teachers rated each student using a brief mathematics self-concept scale. RESULTS: Higher mathematics self-concept and over-rating of this self-concept were predictive of higher levels of mathematics motivation and later mathematics achievement (Time 2). Findings also indicate that ego-orientation and competence-valuation are positively associated with mathematics self-concept and over-rating, whilst public self-consciousness negatively predicts mathematics self-concept and is also associated with a tendency to under-rate oneself in this domain.