Self-reports of mathematics self-concept and educational outcomes: the roles of ego-dimensions and self-consciousness

Background. There is a need for research to (a) explore more fully the acad emic outcomes that follow from under-/over-rating of self-concept and (b) i dentify factors that predict the nature of self-reports of self-concept as well as under- and over-rating of this self-concept. Aims. The study examines the link between students' self-appraisals of both mathematics self-concept and under-/over-rating of this self-concept and e ducational outcomes in mathematics such as achievement and motivation (futu re plans for mathematics). Ego-dimensions (ego-orientation and competence-v aluation) and public self-consciousness were examined as two factors that m ight contribute to predicting these self-appraisals. Sample. Findings are drawn from a sample of 382 male and female high school students ranging in age from 14 to 16 years. Methods. Students responded to a questionnaire (at Time 1) that assessed se lf-concept, motivation orientation, competence-valuation, self-consciousnes s, and mathematics motivation. Teachers rated each student using a brief ma thematics self-concept scale. Results. Higher mathematics self-concept and over-rating of this self-conce pt were predictive of higher levels of mathematics motivation and later mat hematics achievement (Time 2). Findings also indicate that ego-orientation and competence-valuation are positively associated with mathematics self-co ncept and over-rating, whilst public self-consciousness negatively predicts mathematics self-concept and is also associated with a tendency to under-r ate oneself in this domain.