Impact of Children's math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development

Jarise Kaskens; Eliane Segers; Sui Lin Goei; Johannes E.H. van Luit; Ludo Verhoeven

doi:10.1016/j.tate.2020.103096

Impact of Children's math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development

Jarise Kaskens^*
, Eliane Segers
, Sui Lin Goei
, Johannes E.H. van Luit
, Ludo Verhoeven

^*Corresponding author for this work

LEARN! - Learning sciences

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Abstract

We examined to what extent children's development of arithmetic fluency and mathematical problem-solving was influenced by their math self-concept, math self-efficacy, and math anxiety but also teacher competence, specifically: actual teaching behavior, self-efficacy, and mathematical teaching knowledge. Participants were 610 children and 31 teachers of grade four. Multi-level analyses showed children's math self-concept to be a positive predictor of arithmetic fluency and actual teaching behavior to be a negative predictor. The development of mathematical problem-solving was predicted: positively by mathematical teaching knowledge; negatively by actual teaching behavior and teachers’ self-efficacy; and not at all by the child factors of math self-concept, math self-efficacy, or math anxiety. Promoting the self-confidence of young children is essential for their mathematical development. More research into the relationship between teaching behaviors and children's math development is needed.

Original language	English
Article number	103096
Pages (from-to)	1-14
Number of pages	14
Journal	Teaching and Teacher Education
Volume	94
Early online date	3 May 2020
DOIs	https://doi.org/10.1016/j.tate.2020.103096
Publication status	Published - Aug 2020

Funding

This research was supported in part by a grant ( 023.077.055 ) from NWO (Nederlandse Organisatie voor Wetenschappelijk Onderzoek. Den Haag, Netherlands). No further financial support for the research, authorship, and/or publication of this article was received by the authors.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Math development
Mathematical knowledge for teaching
Mathematics education
Self-beliefs
Self-efficacy
Teacher behavior

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10.1016/j.tate.2020.103096

Impact of Children’s math self-concept, math self-efficacy, math anxiety, and teacher competencies on math developmentFinal published version, 436 KBLicence: Article 25fa Dutch Copyright Act

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AU - Goei, Sui Lin

AU - van Luit, Johannes E.H.

AU - Verhoeven, Ludo

PY - 2020/8

Y1 - 2020/8

N2 - We examined to what extent children's development of arithmetic fluency and mathematical problem-solving was influenced by their math self-concept, math self-efficacy, and math anxiety but also teacher competence, specifically: actual teaching behavior, self-efficacy, and mathematical teaching knowledge. Participants were 610 children and 31 teachers of grade four. Multi-level analyses showed children's math self-concept to be a positive predictor of arithmetic fluency and actual teaching behavior to be a negative predictor. The development of mathematical problem-solving was predicted: positively by mathematical teaching knowledge; negatively by actual teaching behavior and teachers’ self-efficacy; and not at all by the child factors of math self-concept, math self-efficacy, or math anxiety. Promoting the self-confidence of young children is essential for their mathematical development. More research into the relationship between teaching behaviors and children's math development is needed.

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KW - Mathematical knowledge for teaching

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KW - Self-beliefs

KW - Self-efficacy

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Impact of Children's math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development

Abstract

Funding

UN SDGs

Keywords

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