Self-concept and self-efficacy in mathematics: relation with mathematics motivation and achievement

By Einar M. Skaalvik, Sidsel Skaalvik. 2006

118 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6b190abc41a861d20e744657cd0cb3371f93dfcb

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Citations in the corpus

Academic self-concept and emotion relations: Domain specificity and age effects (2010, background): “…Marsh, Craven, & Mclnerney, 2003) due to their demon strated importance with respect to self regulated learni ng, achievement motivation, course enrollment, and career related decision making (see Bong & SI<aalvik, 2003; Efklides & Vol et, 2005; Schutz & Pekrun, 2007; Skaalvik & Skaalvik, 2008).”
Influence of Teacher Support and Personal Relevance on Academic Self-Efficacy and Enjoyment of Mathematics Lessons: A Structural Equation Modeling Approach (2013, background): “Research over the past 35 years has revealed a positive relationship between self-efficacy beliefs and academic performance and persistence (Bandura, 1982, 1989; Martin & Marsh, 2006; Multon, Brown, & Lent, 1991; Skaalvik & Skaalvik, 2009; Zimmerman, Bandura, & Martinez-Pons, 1992).”
The Impact of Motivation on Student's Academic Achievement and Learning Outcomes in Mathematics among Secondary School Students in Nigeria. (2007, background): “Moreover, (Johnson, 1996; Broussard and Garrison, 2004; Skaalvik and Skaalvik, 2004; Skaalvik and Skaalvik, 2006; Sandra, 2002) revealed significant relationship between academic performance and motivation.”
Success in English Medium Instruction in China: significant indicators and implications (2020, background): “This echoes findings of Skaalvik and Skaalvik (2009) but contradicts Ayotola and Adedeji (2009)’s results in which no significant relationship between the two components was found.”
The impact of attitudes and aspirations on educational attainment and participation (2012, background): “Some other studies have linked academic self-concept to achievement, based on correlational or observational data (Cervantes, 2005; Peetsma et al., 2005; Skaalvik and Skaalvik, 2009; Zimmerman, 1995).”
Development and Psychometric Properties of the Math and Me Survey (2011, background): “Similarly, Anjum (2006), Hackett and Betz (1989), and Skaalvik and Skaalvik (2006) found that mathematical performance was moderately correlated with mathematical selfefficacy, and Lyon (1993) found that academic self-concept can account for as much as one third of the variance in achievement.”