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espanolMuchos estudios anteriores han discutido la influencia de factores extrinsecos (por ejemplo, habitat) en el exito academico de los ninos de China occidental. El presente estudio se centro en cuatro factores no cognitivos, aspiracion autopedagogicas, autoeficacia, motivacion instrumentaly ansiedad, que puede afectar el logro de las matematicas. El proposito de este estudio era investigar los mecanismos de como estos cuatro factores no cognitivos afectaron logro matematicas. 5774 primaria los estudiantes del grado 4 o y 5 o en el oeste de China participaron en este estudio. Se construyo un modelo de mediacion encadenado moderado. Los resultados mostraron que autopedagogicas aspiracion positiva podia predecir logro matematicas. Sin embargo, la ansiedad y motivacion instrumental forman encadenado mediacion entre autopedagogicas logro de aspiracion y de las matematicas y el logro de matematicas negativamente prevista. Ademas, la autoeficacia desempeno un papel moderado en la relacion entre la aspiracion de la autopedagogicas y la ansiedad. EnglishMany previous studies have discussed the influence of extrinsic factors (e.g. living environment) on academic achievement of children from western China. The present study focused on four non-cognitive factors, self-educational aspiration, self-efficacy, instrumental motivation, and anxiety, which could affect mathematics achievement. The purpose of this study was to investigate the mechanisms how these four non-cognitive factors affected mathematics achievement. 5774 primary school students from 4th and 5th grade in western China participated in this study. A moderated chained mediation model was constructed. The results showed that self-educational aspiration could positively predict mathematics achievement. However, instrumental motivation and anxiety formed chained mediation between self-educational aspiration and mathematics achievement, and negatively predicted mathematics achievement. Besides, self-efficacy played a moderated role in the relationship between self-educational aspiration and anxiety.

The effects of children’s self-educational aspiration and self-efficacy on mathematics achievement: A moderated chained mediation model