Developmental relations between mathematics self-concept, interest, and achievement: A comparison of solo- and co-taught classes

Resumen

This study investigated the role of co-teaching in the development of students' mathematics motivation and achievement. More specifically, we examined how sixth-grade students’ (N = 146) mathematics self-concept and individual interest changed over one school year, how these changes were related to each other and to mathematics achievement, and, most importantly, whether they differed between co-teaching and solo-teaching conditions. The co-teaching condition included 70 students in three classes with mathematics taught by pairs of teachers, while the solo-teaching condition included 76 students in four classes with mathematics taught by individual class teachers. The design included three repeated measures of mathematics self-concept and interest as well as pre- and post-measures of mathematics test performance and teacher-rated mathematics grades. A series of latent growth curve analyses showed both self-concept and individual interest to decline over time, and these changes to be strongly correlated: as self-concept decreased, so did interest, and vice versa. The changes in self-concept and interest were independent of prior achievement and did not predict later achievement either. Students in the co-taught group received better grades at the end of the year, but no differences in the development of self-concept and individual interest were found between the teaching conditions. That is, co-teaching contributed to improvement in mathematics achievement, but this was not mediated by changes in mathematics motivation.

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Cómo citar (APA 7)

Lehikoinen, H., Väisänen, P., Havu-Nuutinen, S., Lappalainen, K., & Niemivirta, M. (2023). Developmental relations between mathematics self-concept, interest, and achievement: A comparison of solo- and co-taught classes. https://doi.org/10.31234/osf.io/26m8e