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Understanding Students' Math Self-Concept: Its Relation With Achievement, Development, and Educational Implications
Sat, April 23, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Marriott Marquis San Diego Marina, Floor: North Building, Lobby Level, Marriott Grand Ballroom 10Session Type: Symposium
Abstract
This interactive panel is designed as a forum for considering present understanding about the development of math self-concept and its relation to achievement among students in K-12. Papers 1 and 2 focus on how the relation between students’ math self-concept and achievement may be moderated by measurement of math self-concept, students’ achievement level, age, or gender. Paper 3 examines a potential mediating mechanism underlying the relation between students’ math self-concept and achievement. Papers 4 and 5 investigate how the development of students’ math self-concept may be influenced by factors such as gender stereotype and ability grouping. Overall, this symposium aims to contribute knowledge regarding students’ math self-concept and discuss educational implications of the presented research.
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Papers
Implicit and Explicit Beliefs and Evaluations About Math and Self Predict Math and Verbal Achievement - Dario Cvencek, University of Washington; Ružica Brečić; David Skala; Dora Gaćeša; Andrew N. Meltzoff, University of Washington
Using Quantile Regression to Examine the Relation Between Math Achievement and Math Self-Concept in Childhood - Connie Barroso Garcia, Texas A&M University; Rachel A. Conlon, Florida State University; Colleen M. Ganley, Florida State University
Relations Between Math Self-Concept, Problem-Solving Strategies, and Math Achievement During Elementary School - Jillian Lauer, New York University; Andrei Cimpian
Understanding How Ability Stereotypes Predict Girls' Math Self-Concepts: A Longitudinal Investigation - Daijiazi Tang, University of Houston; Sapna Cheryan, University of Washington - Seattle; Andrew N. Meltzoff, University of Washington; Allison Master, University of Houston
The Effects of Between-Class Ability Grouping on Students' Math Self-Concept and Reliance on Comparison Processes - Sirui Wan, University of Wisconsin - Madison; Drew Bailey, University of California - Irvine; Jacquelynne S. Eccles, University of California - Irvine