Self-concept mediates the relation between achievement and emotions in mathematics

This academic research paper reports the findings of a study into the ‘mediating role of mathematical self-concept’ (pupils’ self–assessment in relation to their mathematical achievement and emotions of enjoyment and anxiety). The authors set out to test possible differences in this mediating role between low-, average-, and high-achieving pupils.

The results of the study found a strong relationship between mathematical achievement and emotions. The data also suggested that pupils with higher mathematical self-concepts – those who had more enjoyment and less anxiety – were also higher achievers compared to their average and low-achieving peers.

The authors concluded that mathematical self-concepts play a pivotal role in pupils’ assessments of mathematics, though they also suggest that mathematical achievement is only one factor explaining pupils’ self-concept. It is also likely that classroom instruction and teachers’ feedback strategies.