Achievement, Self-Concept and Anxiety in Mathematics and English: A Three-Wave Cross-Lagged Panel Study

Autor/inn/en	Zhang, Jing; Chiu, Ming Ming; Lei, Hao
Titel	Achievement, Self-Concept and Anxiety in Mathematics and English: A Three-Wave Cross-Lagged Panel Study
Quelle	In: British Journal of Educational Psychology, 93 (2023) 1, S.56-72 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Jing) ORCID (Lei, Hao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12539
Schlagwörter	Foreign Countries; Secondary School Students; Mathematics Tests; English (Second Language); Second Language Learning; Language Tests; Scores; Self Concept; Anxiety; Self Determination; Theories; China + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language test; Sprachtest; Selbstkonzept; Angst; Selbstbestimmung; Theory; Theorie
Abstract	Background: Many studies (especially cross-sectional ones) have shown significant links between two of these three constructs-achievement, self-concept and anxiety. Objectives: Unlike past longitudinal studies that examined only two of these three constructs, this study examines all three, grounded in self-determination theory, control-value theory and transactional theory of anxiety. Methods: Chinese secondary school students (N = 823) completed questionnaires across three time points covering one school year, and we collected data on their mathematics and second language (L2) English test scores. Results: Cross-lagged panel models showed equal effect sizes in both pairs of time periods (T1-T2 and T2-T3). In both mathematics and L2 English, (a) achievement, self-concept and anxiety all showed moderate autoregression effects and hence, relative stability, (b) achievement and self-concept showed reciprocal positive effects and (c) self-concept negatively predicted subsequent anxiety. In mathematics but not L2 English, anxiety negatively predicted self-concept, and achievement negatively predicted anxiety, showing domain differences. Self-concept mediated achievement's negative effect on anxiety only in L2 English. Conclusions: Distinguishing within domain and cross domain effects of achievement, self-concept, and anxiety in mathematics and L2 English deepen our understanding of the relationships among these three constructs. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01