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Mathematical self-efficacy and mathematical self-concept are motivational elements of socialcognitive theory. This theory proposes that mathematical self-efficacy and mathematical self-concept are better mediators or predictors of mathematics achievement than affective-motivational and background variables. Therefore, the aim of the research is to investigate a structural-motivational model of mathematics achievement for a low performing country in the PISA (Turkey) based on the integration of Ferla, Valcke and Cai’s (2009) model of mathematical self-efficacy and self-concept for a high performing country in the PISA (Belgium). Important finds from the model indicates: (a) mathematical self-efficacy was more predictive of mathematics achievement than is mathematical self-concept, mathematics anxiety, mathematics interest, grade level, or gender, while mathematical self-concept is a better mediator for affective-motivational variables on mathematics achievement than the other variables; (b) students’ mathematical self-efficacy strongly influenced their mathematical self-concept and not vice versa; (c) surprisingly, mathematics interest has a negative influence on mathematics achievement; and (d) the proposed model explained 34% of the variance in mathematics achievement. These results show the importance of academic motivation in the prediction of mathematics achievement for low performing and high performing countries in the PISA.

Role of Mathematical Self-Efficacy and Self-Concept in Mathematics Achievement: A Structural-Motivational Model