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Students’ math self-concept and correlates: Some preliminary findings
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Lui, E. K. W., Liu, W. C., Lim, K. M., & Toh, T. L. (2003). Students’ math self-concept and correlates: Some preliminary findings. In Research in and on the classroom: ERAS Conference 2003 Proceedings (pp. 405-413). Singapore: Educational Research Association of Singapore.
In Nov 2002, a research team in the National Institute of Education, NTU, launched a
cross-discipline quasi-experimental study on “Positive Social Climate for Enhancing
Students’ Math Self-concept”. Its main objective is to find the attributes (variables) in the
social climate which are accountable for the increase of self-concept of Secondary Two
students in the Math remedial classes in Singapore neighbourhood schools.
Phase One of this study is Instrumentation: validating the scales used in the measurement
of treatment effect. Phase Two is Intervention: the teachers’ / tutors’ interactions with
students, the enhancement of students’ capabilities and confidence. These teachers /
tutors will attend workshops conducted before the intervention in Phrase Two. The Pretest
results will help identify students with high or low Math Self-concept. And the Posttest
will help measure the effect of invention on these students’ Math Self-concept.
Factors contributed to the significant changes will also be explored.
H.W. Marsh’s Self-Description Questionnaire (SDQ-II, 1990) and B. Fraser’s “What is
happening in this Class?” questionnaire were validated together with the Motivational
Orientation scale and Intellectual Achievement Responsibility (IAR) questionnaire in
Phase One. More than 700 Secondary Two students from four neighbourhood schools
took part in the survey. Some preliminary findings in Phase One of this study will be
presented in this paper. Gender and course differences in Math Self-concept and other
variables will also be discussed.
This paper was published in the Proceedings of ERAS Conference held in Singapore from 19-21 November 2003
Appears in Collections:Conference Papers

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