The effects of children’s self-educational aspiration and self-efficacy on mathematics achievement: A moderated chained mediation model

• Liu, Tour ^[1] ; Chen, Xueming ^[1] ; Liu, Mengjun ^[1] ; Zhang, Yingbin ^[2] ; Xin, Tao ^[2] ; Wang, Yehui ^[2]
  1. [1] Tianjin Normal University

     Tianjin Normal University

     China

     
  2. [2] Beijing Normal University

     Beijing Normal University

     China

     
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 36, Nº. 2, 2020 (Ejemplar dedicado a: May - September), págs. 262-270
• Idioma: inglés
• DOI: 10.6018/analesps.366621
• Títulos paralelos:
  • Los efectos de la aspiración autopedagógica y de la autoeficacia en el rendimiento en matemáticas en los niños: Un modelo de mediación en cadena moderado
• Enlaces
  • Texto completo
• Resumen
  • español

    Muchos estudios anteriores han discutido la influencia de factores extrínsecos (por ejemplo, hábitat) en el éxito académico de los niños de China occidental. El presente estudio se centró en cuatro factores no cognitivos, aspiración autopedagógicas, autoeficacia, motivación instrumentaly ansiedad, que puede afectar el logro de las matemáticas. El propósito de este estudio era investigar los mecanismos de cómo estos cuatro factores no cognitivos afectaron logro matemáticas. 5774 primaria los estudiantes del grado 4 º y 5 º en el oeste de China participaron en este estudio. Se construyó un modelo de mediación encadenado moderado. Los resultados mostraron que autopedagógicas aspiración positiva podía predecir logro matemáticas. Sin embargo, la ansiedad y motivación instrumental forman encadenado mediación entre autopedagógicas logro de aspiración y de las matemáticas y el logro de matemáticas negativamente prevista. Además, la autoeficacia desempeñó un papel moderado en la relación entre la aspiración de la autopedagógicas y la ansiedad.

  • English

    Many previous studies have discussed the influence of extrinsic factors (e.g. living environment) on academic achievement of children from western China. The present study focused on four non-cognitive factors, self-educational aspiration, self-efficacy, instrumental motivation, and anxiety, which could affect mathematics achievement. The purpose of this study was to investigate the mechanisms how these four non-cognitive factors affected mathematics achievement. 5774 primary school students from 4th and 5th grade in western China participated in this study. A moderated chained mediation model was constructed. The results showed that self-educational aspiration could positively predict mathematics achievement. However, instrumental motivation and anxiety formed chained mediation between self-educational aspiration and mathematics achievement, and negatively predicted mathematics achievement. Besides, self-efficacy played a moderated role in the relationship between self-educational aspiration and anxiety.

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