The Effect of Self-Construal on Mathematical Performance, Mediated by 3×2 Achievement Goals and Math Self-Efficacy

Document Type: Original Article

Authors

1 Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran

2 Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran

Abstract

The research aimed to investigate the effect of self-construal on mathematical performance, mediated by 3× 2 achievement goals and math self-efficacy. The research sample comprised of 400 students who were selected via multi-stage sampling from a high schools located in Karaj—a city in Iran. The research tools included revised self-construal scale, 3×2 achievement goal questionnaire, and Mathematic self-efficacy scale. Data were analyzed using confirmatory factor analysis and structural equation modeling. Findings revealed that the proposed model of the research has acceptable goodness of fit. The analyses revealed that the direct effect of independent self-construal on the math self-efficacy and all the six goal-orientations were significant (p <.05). Moreover, the direct effect of interdependent self-construal on all goal orientations was also significant (p <.05) except for the direct effect of interdependent self-construal on the task-approach and self-approach goals.  However, the direct effect of independent and interdependent self-construal on math performance and the direct effect of interdependent self-construal on math self-efficacy were not observed as significant. Bootstrap results show that the indirect effect of independent self-construal on Mathematical Self-Efficacy and Mathematical Performance is significant, and the indirect effect of self-approach on Mathematical Performance is also significant (p <.05).  

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