初中生数学自我概念、成就动机及其对数学成绩的影响.docx

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Introduction
As one of the most important academic subjects, mathematics plays a significant role in the education system. Therefore, it is essential to understand the factors that influence the students’ mathematical achievement. Two of these factors are students’ self-concept and achievement motivation. This paper will discuss the impact of self-concept and achievement motivation on mathematics performance.
Self-Concept and Mathematics Achievement
Self-concept is defined as the belief an individual has about their abilities and characteristics. A student’s self-concept influences their approach to mathematics. If a student has a strong self-concept in mathematics, they are more likely to believe in their capabilities and approach the subject confidently. Conversely, if a student has a weak self-concept in mathematics, they are likely to approach the subject with fear and anxiety, which may negatively impact their performance.
Several studies have shown that students with a powerful mathematical self-concept perform better than those with a weak one. For instance, a study conducted by Marsh and Roche (2000) indicated that students with high mathematical self-concept outperform those with a low self-concept on standardized mathematics tests and college entrance exams. The study suggested that students who have a strong mathematical self-concept are more likely to ask questions, seek feedback and help, and engage in problem-solving activities. All of these behaviors contribute to better performance in mathematics.
Achievement Motivation and Mathematics Performance
Achievement motivation relates to the reasons why individuals strive for success in their academic pursuits. When it comes to mathematics, achievement motivation can be intrinsic or extrinsic. Intrinsic motivation stems from internal drivers, such as curiosity, interest, and the desire to learn, while extrinsic motivation is driven by external rewards, such as grades, recognition, and awards.
Several studies have shown that both intrinsic and extrinsic motivation have an impact on mathematics achievement. An analysis conducted by Deci and Ryan (1985) suggested that students with a high level of intrinsic motivation in mathematics perform better than those with low intrinsic motivation. Furthermore, students who are intrinsically motivated in mathematics are more likely to engage in self-regulated learning strategies, such as self-monitoring, goal-setting, and self-evaluation. These behaviors are associated with better mathematics performance.
In conclusion, students’ self-concept and achievement motivation have a significant impact on their mathematics achievement. A high self-concept in mathematics and intrinsic motivation are associated with better performance, whereas low self-concept in mathematics and extrinsic motivation may lead to underperformance. It is, therefore, crucial that teachers and schools foster students’ self-concept and intrinsic motivation to improve their mathematics achievement. Teachers can provide feedback and encouragement to students, as well as offering opportunities for self-reflection and evaluation. Schools can design extracurricular activities and recognition programs that encourage students to become intrinsically motivated in mathematics.