Self-concept, motivation, expectations, and socioeconomic level as predictors of academic performance in mathematics
By J. Suárez‐Álvarez, Rubén Fernández-Alonso, José Muñiz. 2014
100 citations recorded by the source corpus.
article i nfo The objective of the present work is the study of the relationship between academic performance in two academic disciplines (Mathematics and Sciences) and three variables of an individual nature (Academic Self-Concept, Motivation, and Academic Expectations). In addition, the possible modulating effects of the socioeconomic level of the students were also taken into account. A sample of 7729 students in the second grade of Compulsory Secondary Education in Spain was used. The mean age was 13.78, - SD = .82 -, 52.8% were males. The results allow us to confirm that the variables analyzed present a high and statistically significant correlation with academic performance. The canonical correlation among those four variables and two measures of academic performance is .56. In the structural equations model proposed, 72% of the variance in academic performance is explained. No relevant differences were obtained as a function of student gender.
Subfields: Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/dee0c42c8e3ded2f5da23fc7d8e6784304c7ce8b
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In Education
- F. Worrell
- J. Froiland
- J. Suárez‐Álvarez
- Rubén Fernández-Alonso
- José Muñiz
- Mark L. Davison
- Richard M. Ryan
- Edward L. Deci
In Experimental and Cognitive Psychology
Citations in the corpus
- Adolescents' Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices (2015, result): “The data seems to indicate that, within the adjustment variables, a student’s school history has a larger effect on behavior toward homework than social origin, and this data is consistent with that found in Suárez-Álvarez, Fernández-Alonso, and Muñiz (2014).”
- Parental autonomy support, community feeling and student expectations as contributors to later achievement among adolescents (2017, background): “Likewise, Suárez-Álvarez, Fernández-Alonso, and Muñiz (2014) found that youth expectations and motivation work in concert to predict math achievement in Spain.”