Browsing by Author "Salo, Aurora"

Aims. The purpose of this study was to find out in what way mathematic achievement and beliefs related to one’s own achievement interrelate. This phenomenon was studied from the point of view of both task-specific achievement and achievement of the entire test, and in addition, both task-specific self-confidence and general beliefs related to one’s own achievement. According to several previous studies, mathematic achievement and beliefs related to one’s own achievement interrelate. The mission of the study is to describe the relationship between mathematic achievement and beliefs related to one’s own achievement in 5th graders. Methods. The study was conducted quantitatively. The study utilized the MATHMot data from the pilot phase collected in Finland in the spring of 2021, of which only the sections of 5th graders were considered. There were a total of five 5th grade classes which were all socio-economically from different regions of the metropolitan area. There were a total of 101 5th graders in the data. During the same research visit, the students were given a test measuring their mathematic achievement, a task measuring their task-specific self-confidence and a questionnaire measuring their general beliefs related to one’s own achievement. The data were analyzed by Pearson’s correlation coefficient and independent sample t-test performed with SPSS 27 software. Results and conclusions. The study revealed that mathematic achievement and beliefs related to one’s own achievement mainly interrelate. Positive beliefs related to one’s own achievement positively interrelate mathematic achievement. However, statistically significant relationship was not found for all tasks.