Martin A J, Debus R L
Faculty of Education, University of Western Sydney, Nepean, Australia.
Br J Educ Psychol. 1998 Dec;68 ( Pt 4):517-35. doi: 10.1111/j.2044-8279.1998.tb01309.x.
There is a need for research to (a) explore more fully the academic outcomes that follow from under-/over-rating of self-concept and (b) identify factors that predict the nature of self-reports of self-concept as well as under- and over-rating of this self-concept.
The study examines the link between students' self-appraisals of both mathematics self-concept and under-/over-rating of this self-concept and educational outcomes in mathematics such as achievement and motivation (future plans for mathematics). Ego-dimensions (ego-orientation and competence-valuation) and public self-consciousness were examined as two factors that might contribute to predicting these self-appraisals.
Findings are drawn from a sample of 382 male and female high school students ranging in age from 14 to 16 years.
Students responded to a questionnaire (at Time 1) that assessed self-concept, motivation orientation, competence-valuation, self-consciousness, and mathematics motivation. Teachers rated each student using a brief mathematics self-concept scale.
Higher mathematics self-concept and over-rating of this self-concept were predictive of higher levels of mathematics motivation and later mathematics achievement (Time 2). Findings also indicate that ego-orientation and competence-valuation are positively associated with mathematics self-concept and over-rating, whilst public self-consciousness negatively predicts mathematics self-concept and is also associated with a tendency to under-rate oneself in this domain.
有必要进行研究以（a）更全面地探索自我概念被低估/高估后产生的学业成果，以及（b）确定预测自我概念自我报告的性质以及这种自我概念被低估和高估的因素。
本研究考察了学生对数学自我概念的自我评价以及这种自我概念被低估/高估与数学学业成果（如成绩和动机（未来数学学习计划））之间的联系。自我维度（自我取向和能力评价）和公众自我意识被作为可能有助于预测这些自我评价的两个因素进行了考察。
研究结果来自382名年龄在14至16岁之间的男女高中生样本。
学生在时间1时回答了一份问卷，该问卷评估了自我概念、动机取向、能力评价、自我意识和数学动机。教师使用简短的数学自我概念量表对每个学生进行评分。
较高的数学自我概念以及这种自我概念的高估预示着较高水平的数学动机和更高的数学成绩（时间2）。研究结果还表明，自我取向和能力评价与数学自我概念及高估呈正相关，而公众自我意识则对数学自我概念有负向预测作用，并且还与在该领域自我低估的倾向相关。
