Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries

Ming Ming CHIU, Robert M. KLASSENA

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83 Citations (Scopus)

Abstract

We examined the effects of mathematics self-concept (MSC) and MSC calibration on mathematics achievement through multilevel analyses of the mathematics tests and questionnaire responses of 88,590 15-year olds who participated in the Organization for Economic Cooperation and Development's (OECD) Program for International Student Assessment (PISA). Students with higher MSC or MSC calibration had higher mathematics scores. Students' MSC was more strongly linked to mathematics achievement in countries that were wealthier, more egalitarian, more tolerant of uncertainty, or more flexible regarding gender roles. Calibration of MSC was more strongly linked to mathematics achievement for boys, for low-achievers, and for students in countries that were wealthier, more egalitarian, or more tolerant of uncertainty. Students overestimating their mathematics competence often had low mathematics scores. Copyright © 2008 Elsevier Ltd.
Original languageEnglish
Pages (from-to)2-17
JournalLearning and Instruction
Volume20
Issue number1
DOIs
Publication statusPublished - Feb 2010

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Mathematics
self-concept
Self Concept
cultural difference
Calibration
mathematics
Students
Uncertainty
student
uncertainty
Multilevel Analysis
PISA study
gender role
OECD
Mental Competency

Citation

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(1), 2-17.

Keywords

  • Cross-country studies
  • Mathematics self-concept
  • Family
  • Mathematics achievement
  • OECD-PISA
  • Cultural differences
  • Cultural values