Abstract:
In this paper, a nationally representative longitudinal data of mathematics learning
outcomes in Finland is analyzed in order to determine the direction of causality
between mathematics-related affect and achievement. First, the results indicated that
students’ mathematical achievement, emotion, and self-efficacy were significantly
stable over time. Different models were estimated to test the reciprocal relationship
between students affect and achievement. The results indicated that mathematics
achievement and self-efficacy have a reciprocal relation, where the dominant effect is
from achievement to self-efficacy. The results indicate also a weaker unidirectional
effect from achievement to emotion.
