Abstract

This study examined temporal interrelations among math self-concept and math self-efficacy and their differential relations to two commonly applied math achievement indicators, that is, math achievement test scores and school grades in math. It based on a longitudinal design with four annual assessments of self-concept, self-efficacy, school grades, and achievement test scores in math during secondary school (Years 6 to 9, N = 3,209 German students). Prior math self-concept was positively related to subsequent math self-efficacy, but prior math self-efficacy was unrelated to subsequent math self-concept. Considering math grades, reciprocal relations could be found for math self-concept. Math self-efficacy and math grades showed a unidirectional relation with former math grades being related to later math self-efficacy. Considering math test scores, reciprocal relations could be found for math self-efficacy. The relation between math test scores and math self-concept was unidirectional, former math test scores being related to later math self-concept. The relations among self-concept, self-efficacy, and the two types of achievement indicators in math did not vary across time waves which covered adolescent years. Gender invariance was demonstrated with regard to the interrelations of math self-concept and math self-efficacy as well as for their relations to both math achievement indicators.

摘要

本研究考察了数学自我概念和数学自我效能之间的时间相互关系，以及它们与两个常用的数学成绩指标，即数学成绩测试成绩和学校数学成绩之间的差异关系。它基于纵向设计，对中学期间（6 至 9 年级，N = 3,209 名德国学生）。先前的数学自我概念与随后的数学自我效能呈正相关，但先前的数学自我效能与随后的数学自我概念无关。考虑到数学成绩，可以找到数学自我概念的互惠关系。数学自我效能感和数学成绩显示出单向关系，以前的数学成绩与后来的数学自我效能感有关。考虑到数学考试成绩，可以找到数学自我效能的相互关系。数学考试成绩与数学自我概念之间的关系是单向的，以前的数学考试成绩与后来的数学自我概念相关。自我概念、自我效能和两种数学成就指标之间的关系在涵盖青少年时期的时间波中没有变化。