A structural model for predicting mathematics achievement: Its relation with anxiety and self-concept in mathematics

This study proposed and tested a model of mathematics achievement and its r elations to antecedent and subsequent factors using structural equations mo deling. A sample of elementary school students in Al-Ain school district (n =394) completed an Arabic Version of the Self-description Questionnaire as well as ii questionnaire measuring their perception of the importance of ma thematics, anxiety about it, and the amount of effort they exerted in study ing. Mathematics grades were obtained from the official school records. Imp ortance and effort were positively related to achievement which in turn had a positive path coefficient to self-concept and a negative path to anxiety . The hypothesized model explained 40%, 61%, and 73% of the variance in ach ievement, self-concept, and anxiety, respectively. The results can be inter preted as indicating that achievement is an important outcome and anteceden t construct within the proposed model.