Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/8062
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dc.contributor.authorBofah, Emmanuel Adu-Tutu-
dc.date.accessioned2022-03-30T14:05:36Z-
dc.date.available2022-03-30T14:05:36Z-
dc.date.issued2016-05-
dc.identifier.issn23105496-
dc.identifier.urihttp://hdl.handle.net/123456789/8062-
dc.description8p:, ill.en_US
dc.description.abstractThe 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.en_US
dc.language.isoenen_US
dc.publisherUniversity of Cape Coasten_US
dc.subjectMathematics self-concepten_US
dc.subjectAchievementen_US
dc.subjectReciprocal determinismen_US
dc.subjectTIMSSen_US
dc.titleReciprocal Determinism between Students’ Mathematics Self-Concept and Achievement in an African Contexten_US
dc.typeArticleen_US
Appears in Collections:Department of Mathematics and Science Education

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