The relationships between affective, cognitive constructs and achievement: A model

One of the objectives of education reform is to improve students’ educational achievement. Therefore, it is important to get the insight on what factors affect the achievement, and how they are related. This is a significant research focusing on the relationships between affective constructs of mathematics beliefs, mathematics self-concept, mathematics teaching attitudes, mathematics teaching self-efficacy, cognitive constructs of surface and deep approaches to learning and achievement with respect to mathematics education for pre-service teachers in Hong Kong. A model of Affect-Process-Product-for-Learning (APPLE) is postulated to explain the relationships of the affective and cognitive constructs. The research is a large-scale study of 410 pre-service teachers. Comprehensive models involving affective and cognitive constructs with respect to mathematics education were explored by structural equation modeling (SEM). By competing model strategy the results of the main study indicate how affective and learning-approach characteristics influence achievement in mathematics and mathematics education. The findings also confirm the mediation role of mathematics teaching self0efficacy linking between affective constructs and learning approaches that subsequently influences the achievement. The findings are consistent with Bandura’s (1997) self-efficacy theory.