The Effects of Self-Concept on Motivational Behaviors: The Contingent Roles of Cognitive Activation and Gender (Poster 52)

• In Event: AERA Poster Session Ten
  In Poster Session: Cognitive and Motivational Processes: Poster Session Three

Abstract

While mathematics has increasingly become an important domain in education, students vary in their motivations for learning mathematics. Using data from Programme for International Student Assessment (PISA), this study found that student math self-concept can potentially influence student motivation in mathematics learning in two different ways: enhancing learning effort and reducing learning anxiety. More importantly, the study found that these effects are contingent on teacher support through cognitive activation and vary between boys and girls. Specifically, while the positive role of math self-concept on learning effort was enhanced with teacher cognitive activation, its effect on reducing learning anxiety was more prominent for boys than for girls.

Author

• Yuanhua Wang, West Virginia University
  Presenting Author