Self-beliefs mediate math performance between primary and lower secondary school: A large-scale longitudinal cohort study
Main Article Content
Abstract
It is often argued that enhancement of self-beliefs should be one of the key goals of education. However, very little is known about the relation between self-beliefs and performance when students move from primary to secondary school in highly differentiated educational systems with early tracking. This large-scale longitudinal cohort study examines the extent to which academic self-efficacy (i.e., how confident students are that they will be able to master their schoolwork) and math self-concept (i.e., students’ perceived math competence) mediate the relation between math performance at the end of primary school (Grade 6) and the end of lower secondary school (Grade 9) in such a system. The study involved 843 typically-developing students in the Netherlands. Self-efficacy and math self-concept were measured with self-report questionnaires. Math performance was measured with nationally validated tests. The relation between math performance in Grade 6 and in Grade 9 was uniquely mediated by both self-efficacy in Grade 6 and math self-concept in Grade 9, but in opposing directions. Math self-concept was the most influential mediator, explaining nearly a quarter of the total effect of Grade 6 math performance on Grade 9 math performance. Unexpectedly, high self-efficacy in Grade 6 was negatively related to Grade 9 math performance, particularly for girls and high-track students. These findings suggest that self-efficacy may not necessarily be a protective factor in highly differentiated early tracking educational systems and may need to be actively managed when students move to secondary school.
Article Details
How to Cite
Reed, H. C., Kirschner, P. A., & Jolles, J. (2015). Self-beliefs mediate math performance between primary and lower secondary school: A large-scale longitudinal cohort study. Frontline Learning Research, 3(1), 36–54. https://doi.org/10.14786/flr.v3i1.139
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References
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Bong, M., & Skaalvik, E. M. (2003). Academic self concept and self efficacy: How different are they really? Educational Psychology Review, 15, 1 40. doi: 10.1023/A:1021302408382
Bowers, A. J. (2011). What's in a grade? The multidimensional nature of what teacher-assigned grades assess in high school. Educational Research and Evaluation: An International Journal on Theory and Practice, 17, 141 159. doi:10.1080/13803611.2011.597112
Brophy, J. (2006). Grade repetition. Education policy series No. 6. Belgium/Paris: International Academy of Education and International Institute for Educational Planning, UNESCO.
Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81, 78 96. doi:10.1348/2044 8279.002004
Cauley, K. M., & Jovanovich, D. (2006). Developing an effective transition program for students entering middle school or high school. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 80, 15 25. doi:10.3200/TCHS.80.1.15-25
Chiu, M. M., & Klassen, R. M. (2010). Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries. Learning and Instruction, 20, 2 17. doi:10.1016/j.learninstruc.2008.11.002
Chmielewski, A. K., Dumont, H., & Trautwein, U. (2013). Tracking effects depend on tracking type: An international comparison of students' mathematics self-concept. American Educational Research Journal, 50, 925 957. doi:10.3102/0002831213489843
Crone, E. A., Wendelken, C., Van Leijenhorst, L., Honomichl, R. D., Christoff, K., & Bunge, S. A. (2009). Neurocognitive development of relational reasoning. Developmental Science, 12, 55 66. doi:10.1111/j.1467 7687.2008.00743.x
Driessen, G., Mulder, L., Ledoux, G., Roeleveld, J., & Van der Veen, I. (2009). Cohortonderzoek COOL5-18: Technisch rapport basisonderwijs, eerste meting 2007/08 [Cohort Study COOL5-18: Technical report primary education, first cohort measurement 2007/08]. Nijmegen: ITS/Amsterdam: SCO-Kohnstamm Instituut, The Netherlands.
Driessen, G., & Van Langen, A. (2010). De onderwijsachterstand van jongens. Omvang, oorzaken en interventies [The educational disadvantage of boys. Extent, causes and interventions]. Nijmegen, The Netherlands: ITS - Radboud University Nijmegen.
Dumontheil, I., Houlton, R., Christoff, K. & Blakemore, S J. (2010). Development of relational reasoning during adolescence. Developmental Science, 13, F15 F24. doi:10.1111/j.1467 7687.2010.01014.x
Else-Quest, N-M., Hyde, J. S, & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136, 103 127. doi:10.1037/a0018053
Fenzel, L. M. (2000). Prospective study of changes in global self-worth and strain during transition to middle school. Journal of Early Adolescence, 20, 93 116. doi:10.1177/0272431600020001005
Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19, 499 505. doi:10.1016/j.lindif.2009.05.004
Gardner, D. G., Cummings, L. L., Dunham, R. B., & Pierce, J. L. (1998). Single-item versus multiple-item measurement scales: An empirical comparison. Educational and Psychological Measurement, 58, 898 915. doi:10.1177/0013164498058006003
Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of item response theory. Newbury Park, CA: Sage.
Hanushek, E. A., & Wößmann, L. (2006). Does educational tracking affect performance and inequality? Differences-in-differences evidence across countries. The Economic Journal, 116(510), C63 C76. doi:10.1111/j.1468 0297.2006.01076.x
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis. New York, NY: Guilford Press.
Herbert, J., & Stipek, D. (2005). The emergence of gender differences in children’s perceptions of their academic competence. Journal of Applied Developmental Psychology, 26, 276 295. doi:10.1016/j.appdev.2005.02.007
Hoogeveen, L., Van Hell, J. G., & Verhoeven, L. (2009). Self concept and social status of accelerated and nonaccelerated students in the first 2 years of secondary school in the Netherlands. Gifted Child Quarterly, 53, 50 67. doi:10.1177/0016986208326556
Huang, C. (2011). Self-concept and academic achievement: A meta-analysis of longitudinal relations. Journal of School Psychology, 49, 505 528. doi:10.1016/j.jsp.2011.07.001
Ireson, J., & Hallam, S. (2009). Academic self-concepts in adolescence: Relations with achievement and ability grouping in schools. Learning and Instruction, 19, 201 213. doi:10.1016/j.learninstruc.2008.04.001
Jacob, B. A., & Lefgren, L. (2009). The effect of grade retention on high school completion. American Economic Journal: Applied Economics, 1(3), 33-58. doi:10.1257/app.1.3.33
Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509 527. doi:10.1111/1467 8624.00421
Lamb, S., Markussen, E., Teese, R., Sandberg, N., & Polesel, J. (2011). School dropout and completion: International comparative studies in theory and policy. Dordrecht, The Netherlands: Springer Science+Business Media B.V.
Leedy, M. G., LaLonde, D., & Runk, K. (2003). Gender equity in mathematics: Beliefs of students, parents, and teachers. School Science and Mathematics, 103, 285 292. doi:10.1111/j.1949 8594.2003.tb18151.x
Liu, W. C., Wang, C. K., & Parkins, E. J. (2005). A longitudinal study of students’ academic self-concept in a streamed setting: The Singapore context. British Journal of Educational Psychology, 75, 567 586. doi:10.1348/000709905X42239
Marsh, H. W. (1991). Failure of high-ability high schools to deliver academic benefits commensurate with their students' ability levels. American Educational Research Journal Summer, 28, 445 480. doi:10.3102/00028312028002445
Marsh, H. W., Dowson, M., Pietsch, J., & Walker, R. (2004). Why multicollinearity matters: A reexamination of relations between self-efficacy, self-concept, and achievement. Journal of Educational Psychology, 96, 518 522. doi:10.1037/0022 0663.96.3.518
Marsh, H. W., & Hau, K T. (2003). Big-fish-little-pond effect on academic self concept: A cross-cultural (26 country) test of the negative effects of academically selective schools. American Psychologist, 58, 364 376. doi:10.1037/0003 066X.58.5.364
Marsh, H. W., & Martin, A. J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81, 59 77. doi:10.1348/000709910X503501
Martin, A. J. (2011). Holding back and holding behind: Grade retention and students’ non-academic and academic outcomes. British Educational Research Journal, 37, 739 763. doi:10.1080/01411926.2010.490874
Mayer, R. E. (2002). Rote versus meaningful learning. Theory Into Practice, 41, 226 232. doi:10.1207/s15430421tip4104_4
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., et al., (2000). Manual for the Patterns of Adaptive Learning Scales (PALS). Ann Arbor, MI: University of Michigan.
Möller, J., Pohlmann, B., Köller, O., & Marsh, H. W. (2009). A meta-analytic path analysis of the internal/external frame of reference model of academic achievement and academic self-concept. Review of Educational Research, 79, 1129 1167. doi:10.3102/0034654309337522
Möller, J., Retelsdorf, J., Köller, O., & Marsh, H. W. (2011). The reciprocal internal/external frame of reference model: An integration of models of relations between academic achievement and self-concept. American Educational Research Journal, 48, 1315 1346. doi:10.3102/0002831211419649
Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 International results in mathematics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center.
OECD. (2012). Equity and quality in education: Supporting disadvantaged students and schools. OECD Publishing. doi:10.1787/9789264130852 en
OECD. (2013). PISA 2012 results: Ready to learn - Students’ engagement, drive and self beliefs (Volume III). PISA, OECD Publishing. doi:10.1787/9789264201170 en
Osterman, K. F. (2000). Students' need for belonging in the school community. Review of Educational Research, 70, 323 367. doi:10.3102/00346543070003323
Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory Into Practice, 41, 116 125. doi:10.1207/s15430421tip4102_8
Pajares, F., & Schunk, D. H. (2001). Self beliefs and school success: Self efficacy, self concept, and school achievement. In R. J. Riding & S. G. Rayner (Eds.), Self perception (pp. 239 265). Westport, CT: Ablex Publishing.
Preckel, F., Goetz, T., Pekrun, R., & Kleine, M. (2008). Gender differences in gifted and average-ability students: Comparing girls’ and boys’ achievement, self concept, interest and motivation in mathematics. Gifted Child Quarterly, 52, 146 159. doi:10.1177/0016986208315834
Robins, R. W., Hendin, H. M., & Trzesniewski, K. H. (2001). Measuring global self-esteem: Construct validation of a single-item measure and the Rosenberg Self-Esteem Scale. Personality and Social Psychology Bulletin, 27, 151 161. doi:10.1177/0146167201272002
Sakiz, G., Pape, S. J., & Hoy, A. W. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology, 50, 235 255. doi:10.1016/j.jsp.2011.10.005
Schunk, D. H., & Meece, J. L. (2006). Self efficacy development in adolescence. In F. H. Pajares & T. C. Urdan (Eds.), Self efficacy beliefs of adolescents (pp. 71-96). Greenwich, CT: Information Age Publishing.
Schunk, D. H., & Pajares, F. (2004). Self efficacy in education revisited: Empirical and applied evidence. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited (pp. 115-138). Greenwich, CT: Information Age Publishing.
Skaalvik, E. M., & Skaalvik, S. (2002). Internal and external frames of reference for academic self-concept. Educational Psychologist, 37, 233 244. doi:10.1207/S15326985EP3704_3
Skaalvik, E. M., & Skaalvik, S. (2006). Self-concept and self-efficacy in mathematics: Relation with mathematics motivation and achievement. In A. P. Prescott (Ed.), The concept of self in education, family and sports (pp. 51-74). New York: Nova Science Publishers.
Somerville, L. H., & Casey, B. J. (2010). Developmental neurobiology of cognitive control and motivational systems. Current Opinion in Neurobiology, 20, 236 241. doi:10.1016/j.conb.2010.01.006
Steinmayr, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19, 80 90. doi:10.1016/j.lindif.2008.05.004
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