Reciprocal Relationship between Math Self-Concept and Math Achievement: A Three-Wave Longitudinal Study Between Grades 3 and 9

• In Event: How Do Students' Self-Concepts of Ability Change Over Time? A Cross-Cultural Analysis

Abstract

We aimed to examine the generalizability of the reciprocal effects between mathematics self-concept and mathematics achievement for two school tracks. Despite the body of research in academic self-concept and achievement, the directionality and relative power of prediction between two are yet to be generalized to various geographical regions and age groups. An autoregressive cross-lagged panel modelling was employed to census-based longitudinal data collected in grades 3, 6, and 9 from a student cohort in Ontario, Canada (n=44,132). The results revealed an intricate, reciprocal relationship, highlighting the importance of cultivating holistic approaches and early interventions in both cognitive and psychological domains to support students in reaching their full potential and to advance long-term equitable outcomes.

Authors

• Hyunah Kim, Education Quality and Accountability Office

• Kimberly Cho, Education Quality and Accountability Office

• Ashleigh A. Allen, OISE, University of Toronto

• Wei Li, Ontario Ministry of Finance

• Jennifer Hove, Education Quality and Accountability Office

• Laurie McNelles, Education Quality and Accountability Office