A Study on the Elementary School Students’ Mathematics Self Concept

Abstract

Mathematics self-concept, which can be defined as student ratings of their skills, ability, enjoyment and interest in mathematics, is seen as an important factor in mathematics education. In this context, the purpose of this study was to investigate the elementary school students' mathematics self-concept levels regarding their grade level and gender. Relational survey method was used in this study. The research sample were composed of 281 students, determined by randomly from in a primary and a secondary school in Istanbul in the spring term of 2013-2014 academic year. Data were collected using the "Self-Description Questionnaire-I" developed by Marsh (1992) and adapted in -way ANOVA) and independent sample t-test were employed to analyze data. The results of the analyses indicate that there is a statistically significant difference between elementary school students' mathematics self-concept levels based on their grade levels. Furthermore, there was a significant difference in elementary school students' mathematics self-concept levels points of view gender. In the light of the findings of this study, the researchers have developed suggestions.

Assessing the Correlation Between Academic Self-Concept and Mathematics Achievement in Secondary Schools in Nairobi County, Kenya

“…Other researchers have reported contradictory findings, including Erdogan and Sengul (2014) and Zahra et al (2010). Their findings indicated a negative and insignificant relationship between mathematics achievement and academic self-concept.…”

“…It is a product of a student's effort and confidence in mathematics. Though some studies have highlighted the link between academic self-concept and achievement (Erdogan & Sengul, 2014;Kwena, 2007;Osei, 2014), they have not specifically isolated mathematics self-concept. Other studies in the area have found significant relationships between academic self-concept and gender on achievement in the science subjects (Manger & Eikeland, 2006;Visi, 2015).…”

Mathematics Self-Concept in New Zealand Elementary School Students: Evaluating Age-Related Decline

“…The authors found that for three cohorts of predominantly white Australian ( n = 1,333), German ( n = 4,688), and US ( n = 2,378) secondary school students, mathematics self-concept declined across time. Erdogan and Şengul (2014) found the same pattern of decline in mathematics self-concept in a further context (Istanbul, Turkey) in a year-long study of 281 primary to secondary school students (Grades 4–6).…”

“…The importance of differences in gender norms by cultural context for mathematics self-concept was underlined in further research. A gender gap in mathematics self-concept was found in Nagy et al (2010) cross-national longitudinal study, and Erdogan and Şengul (2014) year-long study of Turkish students. Nagy et al (2010) reported that boys’ level of mathematics self-concept was consistently greater than that of girls across the cultural contexts of Germany, Australia, and the US, although mathematics self-concept declined across time for both genders.…”

“…Mathematics self-concept has been defined as one’s beliefs about one’s competence in mathematics (Ireson and Hallam, 2009). Further, mathematics self-concept has been positively associated with mathematics achievement (Ireson and Hallam, 2009), and student ratings of their skill, enjoyment of, and interest in mathematics (Erdogan and Şengul, 2014). One’s perceived ability to achieve well and one’s confidence in mathematics have also been associated with mathematics self-concept (Reyes, 1984).…”