Bitesize Research: The Relationship Between Students' Belief In Their Abilities And Their Achievement in Verbal And Mathematical Subjects

This week, I wanted to share with you a meta-analysis published by the Review of Educational Research in April 2020 by Moller et al. from the University of Kiel. 

Objectives of study: This review looked to synthesise 505 data sets on the relationship between students’ beliefs about their abilities (called ‘academic self-concept’) and their achievement in verbal and mathematical subjects. The review looks at three strands of academic self-concept; social (e.g. how good am I compared to others?), dimensional (e.g. how good am I at Maths compared to English?) and temporal (e.g. how good am I compared to how good I was?)

Headline findings: In terms of dimensional academic self-concept, as students develop positive self-concepts at one end of the verbal-mathematical continuum, they may develop negative self-concepts at the other end. 

Summary of study: 

• Strengthening self-concept in Maths or Science leads to a weakening self-concept in reading and writing, and vice versa; students become ‘Maths’ or ‘English’ people. 

• This does not align with the evidence of student achievement in those subjects; ability in verbal and mathematical subjects are not mutually exclusive and ability in both was positively correlated.

• Dimensionally, talented students may develop only an average self-concept in their worst subject, even though their performance in this subject is above the average.

• Particularly strong correlations were found between achievement and self-concepts with older students and where grades were given rather than standardised test scores.

How does this impact me and my practice?:

Some reflections questions arising from this that might be helpful to consider are:

• In what ways can we avoid binary self-concepts in students and avoid them thinking they are either ‘Maths’ or ‘English’ people?

• How does this research link and strengthen the case we can make to students around taking and flourishing under the IB?

• How can we ensure that our students maintain a high level of academic self-concept? 

If anyone would like to discuss this further start the discussion below! I’d be delighted to open up these discussions and conversations.