Skip to main content
SpringerLink
Log in

Self-schematic students in mathematics and their contrasting coping responses to mathematical challenges: a cluster analytic investigation

  • Published:
Educational Studies in Mathematics Aims and scope Submit manuscript

Abstract

Mathematics self-schemas are students’ cognitive generalisations of their selves in learning mathematics (Ng in Educational Psychology, 34(6), 730–762, 2014). These salient subject-based self-conceptions are conceptualised as a cognitive frame guiding students’ coping responses when dealing with challenging mathematics tasks. In study 1, 271 Year 9 Australian students were classified into positive, average, and negative schematics based on their responses to a survey questionnaire. It was found that compared to the other two schematic groups, positive schematics were more motivated, used adaptive coping strategies to deal with difficult mathematical tasks, and were less likely to avoid challenging tasks. In study 2, positive and negative schematics’ performance in a difficult mathematics test was compared. These two groups of schematic participants (n = 74) were drawn from study 1. Prior to taking the test, compared to negative schematics, positive schematics had higher performance targets and held stronger intention to complete the test with goals focusing on learning and performance. During the free-choice session, more positive schematics than their negative counterparts attempted an additional set of test questions. On receiving negative feedback about their test performance, significantly more positive schematics considered the test inaccurate and were willing to retake the test. Positive schematics, as expected, performed significantly better than did their negative counterparts in the test. Convergent findings derived from these two studies showed that positive and negative schematic students coped with challenging mathematics in a self-congruent manner.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260.

    Article  Google Scholar 

  • Banting, L. K., Dimmock, J. A., & Lay, B. S. (2009). The role of implicit and explicit components of exerciser self-schema in the prediction of exercise behaviour. Psychology of Sport and Exercise, 10(1), 80–86.

    Article  Google Scholar 

  • Bettinger, E., Ludvigsen, S., Rege, M., Solli, I. F., & Yeager, D. (2018). Increasing perseverance in math: Evidence from a field experiment in Norway. Journal of Economic Behavior & Organization, 146, 1–15.

    Article  Google Scholar 

  • Ben-Eliyahu, A., & Kaplan, A. (2015). Growth curve modeling analysis of social and academic coping during elementary school. Journal of Applied Developmental Psychology, 41, 99–109.

    Article  Google Scholar 

  • Berkman, E. T., Livingston, J. L., & Kahn, L. E. (2017). Finding the “self” in self-regulation: The identity-value model. Psychological Inquiry, 28(2–3), 77–98.

    Article  Google Scholar 

  • Brdar, I., Rijavec, M., & Loncaric, D. (2006). Goal orientations, coping with school failure and school achievement. European Journal of Psychology of Education, 21(1), 53–70.

    Article  Google Scholar 

  • Brouwer, A. M. (2020). The self-as-doer identity and physical activity: The mediating effect of self-efficacy for managing physical activity barriers. Identity, 20(1), 22–36.

    Article  Google Scholar 

  • Cash, T. F., & Labarge, A. S. (1996). Development of the Appearance Schemas Inventory: A new cognitive body-image assessment. Cognitive Therapy and Research, 20, 37–50.

    Article  Google Scholar 

  • Cross, S. E., & Markus, H. R. (1994). Self-schemas, possible selves, and competent performance. Journal of Educational Psychology, 86(3), 423.

    Article  Google Scholar 

  • Darragh, L. (2016). Identity research in mathematics education. Educational Studies in Mathematics, 93(1), 19–33.

    Article  Google Scholar 

  • Eccles, J. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational psychologist, 44(2), 78–89.

    Article  Google Scholar 

  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132.

  • Froiland, J. M., & Davison, M. L. (2016). The longitudinal influences of peers, parents, motivation, and mathematics course-taking on high school math achievement. Learning and Individual Differences, 50, 252–259.

    Article  Google Scholar 

  • Friedel, J. M., Cortina, K. S., Turner, J. C., & Midgley, C. (2007). Achievement goals, efficacy beliefs and coping strategies in mathematics: The roles of perceived parent and teacher goal emphases. Contemporary Educational Psychology, 32(3), 434–458.

    Article  Google Scholar 

  • Furinghetti, F., & Morselli, F. (2009). Every unsuccessful problem solver is unsuccessful in his or her own way: Affective and cognitive factors in proving. Educational Studies in Mathematics, 70(1), 71–90.

  • Garcia, T., & Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In D. H. Schunk & B. H. Zimmerman (Eds.), Self-regulation of learning and performance (pp. 127–153). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Graven, M., & Heyd-Metzuyanim, E. (2019). Mathematics identity research: The state of the art and future directions. ZDM-Mathematics Education, 51, 361–377.

  • Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161–168.

    Article  Google Scholar 

  • Hair, J., Black, W., Babin, B., Anderson, R., & Tatham, R. (2006). Multivariate data analysis (6th ed.). Upper Saddle River, NJ: Pearson.

    Google Scholar 

  • Hannula, M. S. (2006). Motivation in mathematics: Goals reflected in emotions. Educational Studies in Mathematics, 63, 165–178.

    Article  Google Scholar 

  • Karsenty, R. (2004). Mathematical self-schema: A framework for analyzing adults’ retrospection on high school mathematics. Journal of Mathematical Behavior, 23(3), 325–349.

    Article  Google Scholar 

  • Kendzierski, D., Ritter, R. L., Stump, T. K., & Anglin, C. L. (2015). The effectiveness of an implementation intentions intervention for fruit and vegetable consumption as moderated by self-schema status. Appetite, 95, 228–238.

    Article  Google Scholar 

  • Kihlstrom, J. F., & Klein, S. B. (1994). The self as a knowledge structure. In R. Wyer & T. Srull (Eds.), Handbook of Social Cognition (pp. 153–208). Hillsdale, NJ: Erlbaum.

  • Lazarides, R., Dietrich, J., & Taskinen, P. H. (2019). Stability and change in students’ motivational profiles in mathematics classrooms: The role of perceived teaching. Teaching and Teacher Education, 79, 164–175.

    Article  Google Scholar 

  • Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York, NY: Springer.

  • Lee, C.-K., Corte, C., & Stein, K. F. (2018). Relationships between early alcohol experiences, drinker self-schema, and drinking and smoking in college students. Substance Abuse, 39(4), 426–433.

  • León, J., Núñez, J. L., & Liew, J. (2015). Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement. Learning and Individual Differences, 43, 156–163.

    Article  Google Scholar 

  • Lips, H. M. (1995). Through the lens of mathematical/scientific self-schemas: Images of students’ current and possible selves 1. Journal of Applied Social Psychology, 25(19), 1671–1699.

    Article  Google Scholar 

  • Markus, H. (1977). Self-schemata and processing information about the self. Journal of Personality & Social Psychology, 35(2), 63.

    Article  Google Scholar 

  • Markus, H. (1983). Self‐knowledge: An expanded view. Journal of Personality, 51(3), 543–565.

  • Markus, H. & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954–1969.

  • Marsh, H. W., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T., & Arens, A. K. (2019). The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. Journal of Educational Psychology, 111(2), 331–353.

    Article  Google Scholar 

  • Martinot, D., & Monteil, J.-M. (1995). The academic self-schema: An experimental illustration. Learning and Instruction, 5(1), 63–76.

    Article  Google Scholar 

  • McGee, E. O. (2015). Robust and fragile mathematical identities: A framework for exploring racialized experiences and high achievement among black college students. Journal for Research in Mathematics Education, 46(5), 599–625.

    Article  Google Scholar 

  • Ng, C. (2005). Academic self-schemas and their self-congruent learning patterns: Findings verified with culturally different samples. Social Psychology of Education, 8(3), 303–328.

    Article  Google Scholar 

  • Ng, C. (2014). Examining the self-congruent engagement hypothesis: The link between academic self-schemas, motivational goals, learning approaches and achievement within an academic year. Educational Psychology, 34(6), 730–762.

    Article  Google Scholar 

  • Ng, C. (2018). High school students’ motivation to learn mathematics: The role of multiple goals. International Journal of Science and Mathematics Education, 16(2), 357–375.

    Article  Google Scholar 

  • Oyserman, D., Kemmelmeier, M., Fryberg, S., Brosh, H., & Hart-Johnson, T. (2003). Racial-ethnic self-schemas. Social Psychology Quarterly, 66(4), 333–347.

    Article  Google Scholar 

  • Pantziara, M., & Philippou, G. N. (2015). Students’ motivation in the mathematics classroom. Revealing causes and consequences. International Journal of Science and Mathematics Education, 13(2), 385–411.

    Article  Google Scholar 

  • Putwain, D. W., Daly, A. L., Chamberlain, S., & Sadreddini, S. (2015). Academically buoyant students are less anxious about and perform better in high-stakes examinations. British Journal of Educational Psychology, 85(3), 247–263.

    Article  Google Scholar 

  • Raftery-Helmer, J. N., & Grolnick, W. S. (2016). Children’s coping with academic failure: Relations with contextual and motivational resources supporting competence. Journal of Early Adolescence, 36(8), 1017–1041.

    Article  Google Scholar 

  • Schukajlow, S., Rakoczy, K., & Pekrun, R. (2017). Emotions and motivation in mathematics education: Theoretical considerations and empirical contributions. ZDM-Mathematics Education, 49(3), 307–322.

    Article  Google Scholar 

  • Seegers, G., Van Putten, C. M., & de Brabander, C. J. (2002). Goal orientation, perceived task outcome and task demands in mathematics tasks: Effects on students’ attitude in actual task settings. British Journal of Educational Psychology, 72(3), 365–384.

    Article  Google Scholar 

  • Sheldrake, R., Mujtaba, T., & Reiss, M. J. (2015). Students' intentions to study non‐compulsory mathematics: The importance of how good you think you are. British Educational Research Journal, 41(3), 462–488.

  • Sigre-Leirós, V., Carvalho, J., & Nobre, P. (2016). Preliminary findings on men’s sexual self-schema and sexual offending: Differences between subtypes of offenders. Journal of Sex Research, 53, 204–213.

    Article  Google Scholar 

  • Skaalvik, E. M. (2018). Mathematics anxiety and coping strategies among middle school students: Relations with students’ achievement goal orientations and level of performance. Social Psychology of Education, 21(3), 709–723.

  • Skaalvik, E. M., Federici, R. A., & Klassen, R. M. (2015). Mathematics achievement and self-efficacy: Relations with motivation for mathematics. International Journal of Educational Research, 72, 129–136.

    Article  Google Scholar 

  • Skinner, E. A., Pitzer, J. R., & Steele, J. S. (2016). Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school? Developmental Psychology, 52(12), 2099.

    Article  Google Scholar 

  • Skinner, E. A., & Saxton, E. A. (2019). The development of academic coping in children and youth: A comprehensive review and critique. Developmental Review, 53, 100870.

    Article  Google Scholar 

  • Tainio, L., & Laine, A. (2015). Emotion work and affective stance in the mathematics classroom: The case of IRE sequences in Finnish classroom interaction. Educational Studies in Mathematics, 89(1), 67–87.

    Article  Google Scholar 

  • Warner, L. B., & Schorr, R. Y. (2019). Engagement structures and the development of mathematical ideas. In S. S. Chamberlin & B. Sriraman (Eds.), Affect in mathematical modeling (pp. 67–85). Cham, Switzerland: Springer Nature.

    Chapter  Google Scholar 

  • Wilkie, K. J., & Sullivan, P. (2018). Exploring intrinsic and extrinsic motivational aspects of middle school students’ aspirations for their mathematics learning. Educational Studies in Mathematics, 97(3), 235–254.

    Article  Google Scholar 

  • Urdan, T., Ryan, A. M., Anderman, E. M., & Gheen, M. H. (2002). Goals, goal structures, and avoidance behaviors. In C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 55–83). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Voutsina, C., George, L., & Jones, K. (2019). Microgenetic analysis of young children’s shifts of attention in arithmetic tasks: Underlying dynamics of change in phases of seemingly stable task performance. Educational Studies in Mathematics, 102(1), 47–74.

Download references

Funding

The completion of this paper was supported by an Australian Research Council Discovery Grant (DP140101431)

Author information

Authors and Affiliations

  1. Institute for Learning Sciences & Teacher Education, Australian Catholic University, Level 4, 229 Elizabeth Street, Brisbane, QLD, 4001, Australia

    Clarence Ng

Authors
  1. Clarence Ng
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Clarence Ng.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary Information

Below is the link to the electronic supplementary material.

ESM 1

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Ng, C. Self-schematic students in mathematics and their contrasting coping responses to mathematical challenges: a cluster analytic investigation. Educ Stud Math 107, 315–338 (2021). https://doi.org/10.1007/s10649-021-10031-6

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10649-021-10031-6

Keywords

Search

Navigation