The implicit self and the specificity-matching principle: Implicit self-concept predicts domain-specific outcomes

McWilliams, Melissa A.; Nier, Jason A.; Singer, Jefferson A.

doi:10.1016/j.paid.2012.09.014

Cited by 11 publications

(12 citation statements)

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“…In the present study, a positive correlation was found between math self-concept and math achievement, and automatized math skills, which is in line with expectations based on previous studies (Atunes & Fontaine, 2007;Luo et al, 2014;McWilliams et al, 2013;Parker et al, 2013). The correlation was small for the math domains "measurement" and "relations", and medium for the domains "numbers" and "scale".…”

Section: Discussionsupporting

confidence: 93%

“…Specifically, for math, there is a correlation between math self-concept and math achievement in children, (young) adolescents, and young adults (Atunes & Fontaine, 2007;Luo et al, 2014;McWilliams, Nier, & Singer, 2013;Parker, Marsh, Ciarrochi, Marshall, & Abduljabbar, 2013). Math self-concept refers to the belief in and feelings about one's own math competence (Atunes & Fontaine, 2007).…”

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confidence: 99%

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The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year- old typically developing adolescents

Timmerman

Toll

Luit

2017

PSYE

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ABSTRACT:This study examines the relation between math self-concept, test and math anxiety, achievement motivation, and math achievement in typically developing 12 to 14-year-old adolescents (N = 108) from a school for secondary education in the Netherlands. Data was obtained using a math speed test, achievement motivation test, and the math experience questionnaire. A significant positive correlation was found between math self-concept and math achievement in all four math domains (measurement, relations, numbers, and scale), as well as automatized math skills. Furthermore, there was a significant negative correlation between math anxiety and math achievement in the math domain "scale". Math anxiety was not a mediator in the correlation between math self-concept and math achievement. There was no correlation between achievement motivation, test anxiety, and math achievement. Regression analyses indicated that math self-concept was the only variable that accounted for a significant unique proportion of variance in math scores. Together, these results suggest that stimulating positive feelings and beliefs of students in their own competence in math may lead to better math achievement. Keywords:math self-concept, test anxiety, math anxiety, achievement motivation, math achievement La relación entre el autoconcepto matemático, la ansiedad ante las matemáticas y la motivación de logro en adolescentes de 12 a 14 años RESUMEN: En este estudio se examinó la relación entre el auto concepto matemático, la ansiedad ante los exámenes en matemáticas, la motivación de logro y el rendimiento matemático en adolescentes de desarrollo estándar (N = 108) de 12 a 14 años de un centro de educación secundaria en Holanda. Los datos fueron obtenidos a partir de una prueba de velocidad de resolución matemática, un test de motivación de logro y un cuestionario sobre su experiencia con las matemáticas. Se encontró una correlación positiva entre el auto concepto matemático y los resultados en matemáticas en los cuatro dominios evaluados (medidas, relaciones, numeración y escalas), así como con las habilidades matemáticas automatizadas. Igualmente se encontraron correlaciones negativas significativas entre la ansiedad ante las matemáticas y los resultados en esta materia para las tareas de escalas. La ansiedad matemática no resultó ser un mediador en la correlación entre auto concepto matemático y los resultados en matemáticas. Tampoco se encontró correlación entre motivación de logro, la ansiedad Self-concept, test and math anxiety © Psy, Soc, & Educ, 2017, Vol. 9(1) ante los exámenes y los resultados en matemáticas. El análisis de regresión indicó que el autoconcepto matemático fue la única variable que explicaba una proporción significativa de la varianza en los resultados en matemáticas. Teniendo en cuenta estos datos, se sugiere que la estimulación de creencias y sentimientos positivos de los estudiantes sobre su propia competencia en matemáticas, puede mejorar el rendimiento en esta materia. Palabras clave: auto concepto matemátic...

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Section: Discussionsupporting

confidence: 93%

mentioning

confidence: 99%

The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year- old typically developing adolescents

Timmerman

Toll

Luit

2017

PSYE

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“…The strength of the predictive power of the combined independent variables on the outcome variable was strong and significant to show the linear relationship between the five predictor variables and the total variance in senior secondary school students' mathematics achievement. These results are consistent with previous findings (Awofala & Odogwu, 2017;Stankov, Lee, Luo, & Hogan, 2012) in which the relation between mathematics anxiety and mathematics achievement is bidirectional (Carey, Hill, Devine, & Szucs, 2016); mathematics self-concept more strongly relates to mathematics achievement than academic selfconcept (McWilliams, Nier, & Singer, 2013) and mathematics self-concept accounted for a significant unique proportion of variance in mathematics achievement (Timmerman, Toll, & Van Luit, 2017); and that intrinsic and extrinsic motivation play a mediating role in the correlation between academic self-concept and academic achievement in 16 to 19-year-old adolescents (Areepattamannil, 2012).…”

Section: Discussionsupporting

confidence: 92%

Correlates of senior secondary school students’ mathematics achievement

Awofala¹

2019

ED21

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“…This is surprising, considering the strong emphasis on domain specificity in other related motivational constructs such as self-concept, student engagement, and task-value, where strong empirical and theoretical evidence supports the domain-specific perspective (Bodkin-Andrews, O'Rourke, & Craven, 2010; Byrne & Gavin, 1996;Marsh & Hau, 2004;Marsh & Craven, 2006;McWilliams, Nier, & Singer, 2013;Nagy, Trautwein, Baumert, Koller, & Garrett, 2006;Shavelson, Hubner, & Stanton, 1976). Hence, the significant issue of whether students' goal orientations are distinctive or stable across various subjects has not been systematically explored (Trautwein, Ludtke, Schnyder, & Niggli, 2006;Wigfield, 1997).…”

Section: Rationale For Testing the Domain Specificity Of Achievement mentioning

confidence: 99%

Questioning New Directions in Understanding Student Motivation: An Investigation Into the Domain Specificity of Motivational Goals

Magson

Bodkin-Andrews

Craven

et al. 2013

The Australian Educational and Developmental Psychologist

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Most past models of student motivation have assumed that student motivation generalises across various achievement situations and curriculum domains; however, research has not fully explored the extent to which motivation may be domain-specific (Green, Martin, & Marsh, 2007;Martin, 2008). The purpose of the present investigation was to explore this issue by comparing and contrasting generalised models of motivation with domain-specific models and how they relate to achievement outcomes in mathematics and English. Secondary students (N = 476) completed both the domain-general (ISM, McInerney, 2003) and the researcher-derived domain-specific motivational measure (DSSM) followed by a standardised achievement test (WRAT-3, Wilkinson, 1993). Overall, the study resulted in mixed findings. There was some indication that there was enough independent variance between the domain-specific goal types to suggest they were tapping distinct constructs as found in previous research (Green et al., 2007). However, the small and often inconsistent correlations with achievement outcomes brings into question the usefulness for educators and the research practicality of pursuing such a division.

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The implicit self and the specificity-matching principle: Implicit self-concept predicts domain-specific outcomes

Cited by 11 publications

References 11 publications

The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year- old typically developing adolescents

The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year- old typically developing adolescents

Correlates of senior secondary school students’ mathematics achievement

Questioning New Directions in Understanding Student Motivation: An Investigation Into the Domain Specificity of Motivational Goals

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