Mathematics and Science Self-Concept: An International Investigation

TLDR

The study used cross‑national data to examine how country‑level mathematics and science self‑concept relates to achievement and region, and compared self‑concept across gender and age within each country. At the student level, self‑concept positively correlates with achievement, but at the country level the correlation is negative; additionally, males show higher self‑concept and self‑concept declines with age. Keywords: international studies, mathematics education, mathematics self‑concept, science education, science self‑concept, TIMSS.

Abstract

Abstract Using data from different countries, the author conducted an international investigation of the relationship between mean country mathematics and science self-concept and respective mean country achievement and geographic region. In addition, the relationship between self-concept and gender and age was compared for the different countries. Findings showed, at the student level, an overall positive relationship between achievement and self-concept in the countries investigated. However, at the country level, a negative relationship was found. Overall, there was a gender gap in favor of males and a developmental gap suggesting that mathematics and science self-concept decline as students grow older. Implications for mathematics and science education are discussed. Keywords: international studiesmathematics educationmathematics self-conceptscience educationscience self-conceptTIMSS