Math self-concept declined then leveled off (U-shaped), L1 self-concept declined slightly, math interest declined while L1 interest increased across Grades 7–9¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Significant linear declines occurred in both math and L1 self-concept, with a positive quadratic trend for math self-concept indicating the negative trend subsided. → Anna Widlund 2023 q2 i? Math interest significantly declined followed by a positive quadratic trend, whereas L1 interest slightly increased from seventh to ninth grade. → Anna Widlund 2023

Evidence¶

Anna Widlund 2023¶

Anna Widlund, Markku Niemivirta, Heta Tuominen, Johan Korhonen. (2023). Growth Trajectories of Self-Concept and Interest in Mathematics and Language – Individual Differences and Cross-Domain Relations. Preprint version 1. https://orcid.org/0000-0001-5563-5044

q2 · i? · associational · r2

Combined growth model of the 612-student sample (quadratic factors for math, linear for L1) fit well (CFI = .986, RMSEA = .037); "significant declines (linear slopes) occurred in both math and L1 self-concept" with a positive math quadratic trend.

"The growth trajectories revealed that significant declines (linear slopes) occurred in both math and L1 self-concept from seventh to ninth grade, although the quadratic trend of math self-concept was positive, indicating that the negative trend subsided towards the end of lower secondary school."

Discussion¶

Learner Variables¶

• Interest — outcome: instruction changes it
• Motivation — outcome: instruction changes it

Related Claims¶

• Middle school SEL shows normative decline in self-efficacy and self-management but an increase in growth mindset — related
• Adolescents' physics and chemistry ability self-concept and task values from seventh to twelfth grade fall into seven distinct motivational trajectories rather than a single declining pattern — related
• Negative cross-domain relations between math and L1 motivation were far more prevalent among girls than boys — related
• Adolescents' math and L1 self-concept and interest development across Grades 7–9 is best described by a single homogeneous trajectory profile — related
• Over a full term, aggregated lecture time decreases linearly while independent study time follows a negative quadratic trajectory, rising until the end of the lecture period and then declining — related