Achievement, self-concept and anxiety in mathematics and English: A three-wave cross-lagged panel study

Jing ZHANG, Ming Ming CHIU, Hao LEI

Research output: Contribution to journalArticlespeer-review

Abstract

Background: Many studies (especially cross-sectional ones) have shown signicant links between two of these three constructs-achievement, self-concept and anxiety.
Objectives: Unlike past longitudinal studies that examined only two of these three constructs, this study examines all three, grounded in self-determination theory, control-value theory and transactional theory of anxiety.
Methods: Chinese secondary school students (N = 823) completed questionnaires across three time points covering one school year, and we collected data on their mathematics and second language (L2) English test scores.
Results: Cross-lagged panel models showed equal effect sizes in both pairs of time periods (T1–T2 and T2–T3). In both mathematics and L2 English, (a) achievement, self-concept and anxiety all showed moderate autoregression effects and hence, relative stability, (b) achievement and self-concept showed reciprocal positive effects and (c) self-concept negatively predicted subsequent anxiety. In mathematics but not L2 English, anxiety negatively predicted self-concept, and achievement negatively predicted anxiety, showing domain differences. Self-concept mediated achievement's negative effect on anxiety only in L2 English.
Conclusions: Distinguishing within domain and cross domain effects of achievement, self-concept, and anxiety in mathematics and L2 English deepen our understanding of the relationships among these three constructs. Copyright © 2022 British Psychological Society.
Original languageEnglish
JournalBritish Journal of Educational Psychology
Early online date09 Aug 2022
DOIs
Publication statusE-pub ahead of print - 09 Aug 2022

Citation

Zhang, J., Chiu, M. M., & Lei, H. (2022). Achievement, self-concept and anxiety in mathematics and English: A three-wave cross-lagged panel study. British Journal of Educational Psychology. Advance online publication. doi: 10.1111/bjep.12539

Keywords

  • Academic anxiety
  • Academic self-concept
  • Longitudinal mediation effects
  • Mathematics achievement
  • School performance
  • Second language achievement

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