Abstract:
The study tests the theoretical and methodological
models of the direct feedback loop in which mathematics
self-concept and achievement are specified as both
causes and effects of each other using the TIMSS–2011
cross-sectional data set. The participants were students
in grades 8–9 from five African countries participating
in TIMSS–2011 (N=38,806, MAge =15.42, SD =1.37). Using
nonrecursive structural equation models, the author
examined the reciprocal-effects model indicating that
achievement has an effect on self-concept (skill-development
model) and that mathematics self-concept has an
effect on achievement (self-enhancement model). There
was support for the skill-development, self-enhancement
as well as direct feedback loop models. Discussion centres
on the theoretical, methodological, and practical
implications of the results.
