Value orientations in relation to mathematical self-esteem: An exploratory study of their role in mathematical achievement among German, Israeli, and Canadian 14-year-olds |
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Authors: | Klaus Boehnke |
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Institution: | (1) Department of Psychology and Social Behavior, University of California-Irvine, 3340 Social Ecology II, Irvine, CA 92697, USA;(2) Departments of Psychology and Social Behavior and Education, University of California-Irvine, Irvine, CA, USA;(3) Faculty of Education, The University of Auckland, Auckland, New Zealand |
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Abstract: | The present paper offers an exploration of the role achievement values play in the generation of mathematical achievement
as measured in school grades and test scores. Based on a comparative study of 1665 German, Israeli, and Canadian 14-year-olds
two hypotheses are tested. First, it is assumed that achievement value preferences have a dual role in the generation of high
academic performance. On the one hand, they are assumed to facilitate a high achievement-related self-esteem, which itself
is a strong covariate of good academic performance. On the other hand, they are expected to sensitize for achievement pressure
from parents, which in turn increases anxiety, and henceforth lowers the achievement-related self-esteem. Secondly, it is
assumed that one will find cross-cultural variation in the strength of the two postulated effects. The “positive” role of
achievement values is assumed to be stronger in cultures with a more positive view on achievement (Canada, Israel), whereas
the “negative” role is assumed to be stronger in cultures with a less positive view on achievement (Germany). Hypotheses were
tested in a structural equation modeling frame, and are essentially confirmed. Effect sizes are, however, low, and confirmation
pertains almost exclusively to grades, not to test scores as measures of mathematical abilities. |
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