Relations between mathematics achievement growth and the development of mathematics self-concept in elementary and middle grades

Creating an educational program that results in positive science, technology, engineering, and mathematics or STEM-oriented outcomes for all students is an important education objective and federal policy directive in the United States. In addition to developing strong mathematics foundations in Grades K-8 that are closely associated with successful STEM outcomes, intrapersonal skill development is also critical to academic and post-secondary success. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 the current study applied structural equation growth modeling to examine relationships among mathematics achievement in Grades K-1 and Grades 3-8, and mathematics self-concept development across Grades 3-8. Study results revealed that students reported declining levels of mathematics self-concept across the middle grades. Importantly, third grade reports of self-concept were associated with both mathematics achievement at kindergarten entry and third grade mathematics achievement; however, mathematics achievement at kindergarten entry was also associated with the development of mathematics self-concept in third through eighth grade. In addition, after accounting for mathematics achievement in Grades K-1, mathematics achievement growth in Grades 3-8 was directly associated with mathematics self-concept development across the same time period. Implications for future research, mathematics instruction, and curriculum development are discussed.