Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17844
Title: 
Self-construal and students’ math self-concept, anxiety and achievement: An examination of achievement goals as mediators
Authors: 
Keywords: 
Self-construal
Achievement goals
Achievement
Self-concept
Anxiety
Issue Date: 
2014
Citation: 
Luo, W., Hogan, D., Tan, L. S., Kaur, B., Ng, P. T., & Chan, M. (2014). Self‐construal and students’ math self‐concept, anxiety and achievement: An examination of achievement goals as mediators. Asian Journal of Social Psychology, 17(3), 184–195. http://dx.doi.org/10.1111/ajsp.12058
Abstract: 
This study examines the role of self-construal in student learning by testing a mediation
model: through math achievement goals, self-construal predicts math self-concept and anxiety,
which further predict math achievement. A sample of 1196 students from 104 Singapore
secondary classes took a survey and a math achievement test. The results from multi-group
structural equation modeling supported measurement invariance and equal path coefficients in
the mediation model between boys and girls. Interdependent self-construal predicted positively
mastery approach and avoidance goals, through which interdependent self-construal had a
positive total indirect effect on math anxiety. Independent self-construal predicted positively
mastery approach, performance approach and performance avoidance goals, and through the two
approach goals, high independent self-construal was associated with high math self-concept.
Overall, self-construal was not associated with math achievement. The findings enhance our
understanding of achievement motivation from a sociocultural perspective and help explain East
Asian students’ relatively higher anxiety and lower self-concept in comparison with their
Western counterparts reported in international studies.
Description: 
This is the final draft, after peer-review, of a manuscript published in Asian Journal of Social Psychology. The published version is available online at http://dx.doi.org/10.1111/ajsp.12058
URI: 
ISSN: 
1367-2223 (print)
1467-839X (online)
Other Identifiers: 
10.1111/ajsp.12058
Appears in Collections:Journal Articles

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