Premium
Self‐reports of mathematics self‐concept and educational outcomes: the roles of ego‐dimensions and self‐consciousness
Author(s) -
Martin Andrew J.,
Debus Raymond L.
Publication year - 1998
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1998.tb01309.x
Subject(s) - id, ego and super ego , competence (human resources) , psychology , self concept , self consciousness , consciousness , valuation (finance) , rating scale , social psychology , mathematics education , developmental psychology , finance , neuroscience , economics
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.