Attitude, Self-Concept, and Students’ Math Achievement: A Study Based Upon TIMSS (Trends in International Mathematics and Science Study) 2011 in Hong Kong

• In Event: The Impacts of Knowledge and Beliefs on Achievement in Mathematics

Abstract

The study aims to analyze the relationships among students’ self-concept, attitude towards mathematics and mathematics achievement using the TIMSS 2011 data in Hong Kong. The authors try to find out whether self-concept and attitude positively predict students’ performance in mathematics, and whether there is a connection between self-concept and students’ attitude to mathematics. The structural equation model applied in the study consists of measurement model and structure model. It might be concluded from the study that the attitude plays a more important role in students’ mathematics achievement than the high self-concept in the Hong Kong context. Hong Kong students with high self-concept do not necessarily have positive learning attitude. Cultural/social factors should be taken into consideration to explain the findings.

Authors

• Shi Zhu, University of Virginia

• Jiarong Zhao, Nanjing Normal University