Toward becoming a “math-person”: Relationship between achievement emotions, personal beliefs, and mathematics identity

• Published in: Psihologija p. 21
• Main Authors: Blazanin, Barbara, Radisic, Jelena, Krstic, Ksenija
• Format: Journal Article
• Language: English
• Published: Drustvo Psihologa Srbije 2023
• ISSN: 0048-5705; 1451-9283
• DOI: 10.2298/PSI221109021B

The current study explored the relationship between mathematics beliefs (MB)
(perceived competence, intrinsic value, extrinsic value and cost), academic
emotions (AE) (anxiety, boredom and enjoyment), mathematics identity (MI)
and mathematics achievement (MA) among eight-, nine- and ten-year-old
students. The model specified in path analysis proposed that MI is
associated with MB and AE. Furthermore, according to this model, MI is
associated with MA and perceived competence. Results show that the model
fits the data, supporting the assumed relationship between the variables and
thus possibly confirming MI has a strong influence on MB. However, the
relationship between MB and AE was more ambiguous. Enjoyment was the only
emotion linked to mathematics identity. Finally, MA was affected by
perceived competence but not by mathematics identity. The findings confirm a
robust circuit of associations between intrinsic value, enjoyment and MI,
signalling the importance of tracking the development of student?s interest
and MI. The lack of association between MI and MA, points to the need for an
educational system that prioritises mastery-oriented goals instead of
achievement-oriented ones.