Self-construal and students’ math self-concept, anxiety and achievement: An examination of achievement goals as mediators

Abstract

This study examines the role of self-construal in student learning by testing a mediation model: through math achievement goals, self-construal predicts math self-concept and anxiety, which further predict math achievement. A sample of 1196 students from 104 secondary classes in Singapore took a survey and a math achievement test. The results from multi-group structural equation modelling support measurement invariance and equal path coefficients in the mediation model between boys and girls. Interdependent self-construal positively predicted mastery approach and avoidance goals, through which interdependent self-construal had a positive total indirect effect on math anxiety. Independent self-construal positively predicted mastery approach, performance approach and performance avoidance goals, and through the two approach goals, high independent self-construal was associated with high math self-concept. Overall, self-construal was not associated with math achievement. The findings enhance our understanding of achievement motivation from a sociocultural perspective and help explain East Asian students’ relatively higher anxiety and lower self-concept in comparison with their Western counterparts as reported in international studies.