Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure
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Background: The multidimensionality of the academic self‐concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so‐called affect‐competence separation) needs further examination. Aim: This study aims at exploring differential effects of enjoyment and competence beliefs on two external validity criteria in the field of mathematics. Sample: Data analysed in this study were part of a large‐scale longitudinal research project. Following a five‐wave design, math enjoyment, math competence beliefs, math achievement, and perceived math effort expenditure measures were repeatedly collected from a cohort of 4,724 pupils in Grades 3–7. Method: Confirmatory factor analysis ( CFA ) was used to test the internal factor structure of the math self‐concept. Additionally, a series of nested models was tested using structural equation modelling to examine longitudinal reciprocal interrelations between math competence beliefs and math enjoyment on the one hand and math achievement and perceived math effort expenditure on the other. Results: Our results showed that CFA models with separate factors for math enjoyment and math competence beliefs fit the data substantially better than models without it. Furthermore, differential relationships between both constructs and the two educational outcomes were observed. Math competence beliefs had positive effects on math achievement and negative effects on perceived math effort expenditure. Math enjoyment had (mild) positive effects on subsequent perceived effort expenditure and math competence beliefs. Conclusion: This study provides further support for the affect‐competence separation. Theoretical issues regarding adequate conceptualization and practical consequences for practitioners are discussed.
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Initial attempts to study mediating processes in longitudinal designs yielded mixed findings with regards to the role of effort in the relationship between academic self-concept and academic achievement.
“To our knowledge, initial attempts to study mediating processes in longitudinal designs (Marsh et al., 2016;Pinxten et al., 2014;Trautwein et al., 2009) yielded mixed findings with regards to the role of effort in the relationship between ASC and academic achievement.”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Pinxten et al., 2014
Marsh et al. (2016) and Pinxten et al. (2014) measured subjective effort, in which students were asked to rate their own effort expenditure.
“Specifically, Marsh et al. (2016) and Pinxten et al. (2014) measured subjective effort-i.e., students were asked to rate their own effort expenditure.”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Pinxten et al., 2014
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- Authors
- Pinxten, M., Marsh, H. W., De Fraine, B., Van Den Noortgate, W., & Van Damme, J.
- Affiliations
- KU Leuven (BE)
- Western Sydney University (AU)
- Centre for Educational Effectiveness and Evaluation KU Leuven Belgium
- Centre for Methodology of Educational Sciences KU Leuven Belgium
- Corresponding author
- Pinxten, Maarten
- Venue
- British Journal of Educational Psychology
- Publisher
- Wiley
- Published
- 2013-08-12
- Volume
- 84
- Issue
- 1
- Pages
- 152-174
- ISSN
- 0007-0998 (ISSN-L)
- 2044-8279
- OpenAlex
- W2024510656
- Cited by
- 260
- References
- 53
- Citations by year
- 2026: 15 · 2025: 22 · 2024: 22 · 2023: 31 · 2022: 21 · 2021: 30 · 2020: 27 · 2019: 26 · 2018: 16 · 2017: 17 · 2016: 16 · 2015: 11 · 2014: 5
- FWCI
- 14.42
- Type
- journal article
- Language
- en
- Open access
- green
- lirias.kuleuven.be
- Licence
- Locations
- British Journal of Educational Psychology (publishedVersion)
- PubMed (publishedVersion)
- Lirias (KU Leuven) (submittedVersion, other-oa)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Keywords
- mathematics achievement, mathematics self-concept, reciprocal effects, elementary school students, mathematics learning motivation
- MeSH terms
- Achievement, Adolescent, Affect, Belgium, Child, Factor Analysis, Statistical, Female, Humans, Longitudinal Studies, Male, Mathematics, Motivation, Personal Satisfaction, Surveys and Questionnaires, Self Concept, Students
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