Abstract

LIU, Tour et al. The effects of children’s self-educational aspiration and self-efficacy on mathematics achievement: A moderated chained mediation model. Anal. Psicol. [online]. 2020, vol.36, n.2, pp.262-270.  Epub Dec 14, 2020. ISSN 1695-2294.  https://dx.doi.org/10.6018/analesps.36.2.366621.

Many previous studies have discussed the influence of extrinsic factors (e.g. living environment) on academic achievement of children from western China. The present study focused on four non-cognitive factors, self-educational aspiration, self-efficacy, instrumental motivation, and anxiety, which could affect mathematics achievement. The purpose of this study was to investigate the mechanisms how these four non-cognitive factors affected mathematics achievement. 5774 primary school students from fourth and fifth grade in western China participated in this study. A moderated chained mediation model was constructed. The results showed that self-educational aspiration could positively predict mathematics achievement. However, instrumental motivation and anxiety formed chained mediation between self-educational aspiration and mathematics achievement, and negatively predicted mathematics achievement. Besides, self-efficacy played a moderated role in the relationship between self-educational aspiration and anxiety.

Keywords : Self-educational aspiration; Self-efficacy; Instrumental motivation; Anxiety; Mathematics achievement.

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