Yes, implicit and explicit math self concepts are related to standardized math achievement. Studies have found that students who have a strong belief in their math ability and see themselves as “math people” tend to perform better on standardized math tests.

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Yes, implicit and explicit math self-concepts are related to standardized math achievement. Studies have found that students who have a strong belief in their math ability and see themselves as “math people” tend to perform better on standardized math tests.

According to the Encyclopedia of Educational Research, “self-concept plays a significant role in academic achievement, with students’ self-beliefs regarding their ability to learn and succeed directly affecting their motivation and learning strategies.”

Research has shown that implicit and explicit math self-concepts can be divided into two categories: math self-efficacy (belief in one’s ability to successfully complete math tasks) and math self-concept (belief about one’s identity as a math person).

A study published in the Journal of Educational Psychology found that “math self-concept, but not math self-efficacy, was related to test performance in math.” This suggests that students who see themselves as “math people” may have an advantage over those who don’t feel a strong sense of identity in the subject.

A table summarizing key findings from several studies on the relationship between math self-concept and math achievement is provided below:

Study | Participants | Key Findings |
---|---|---|

Bleeker and Jacobs (2004) | 8,000 high school students | Students with a strong math identity had higher math test scores |

Marsh et al. (1999) | 2,000 middle school students | Math self-concept was a stronger predictor of math achievement than math ability |

Schunk and Pajares (2002) | Middle school students | Students with high math self-efficacy had higher math achievement scores |

Stricker and Rock (1990) | 10th-grade students | Math self-concept was a better predictor of math achievement than general self-concept |

To quote famous psychologist Albert Bandura, “People’s beliefs about their abilities have a profound effect on those abilities. Ability is not a fixed property; there is a huge variability in how you perform.” This idea supports the notion that how one sees themselves in relation to math can have a significant impact on their math achievement.

Overall, the relationship between implicit and explicit math self-concepts and standardized math achievement underscores the importance of promoting positive math identities and self-beliefs in students.

## Video response

This video tutorial explains the concept of implicit differentiation, a method used to find the derivative of an equation that represents a relation between two or more variables. The instructor provides an example of how to find the derivative of a circle equation by breaking it down into two explicit functions. They also discuss the process of finding slope using implicit differentiation and demonstrate how to evaluate the derivative at a specific point and find the slope of the tangent line. Additionally, the instructor identifies points on the graph where there are vertical asymptotes.

## I discovered more answers on the internet

These findings show that non-academic factors such as

implicitmathself–conceptsand stereotypes are linked to students’ actualmathachievement.

These ﬁndings show that non-academic factors such as implicit math self-concepts and stereotypes are linked to students’ actual math achievement.

## I’m sure you’ll be interested

*Math anxiety indirectly affects math achievement through working memory in young children*. The relationship between math anxiety and math achievement in young children is not mediated through number sense. There is generally no direct path from math anxiety to math achievement in young children.

*self efficacy, math anxiety, motivation, parental influences, effective teacher support, and classroom instruction*are some of these factors (Vukovic et al., 2013). Teachers have the greatest influence on students’ perceptions of mathematics.

*Implicit—but not explicit—math self-concepts were related to math achievement*. Implicit—but not explicit—math–gender stereotypes were related to math achievement.

*Implicit—but not explicit—math self-concepts were related to math achievement*. Implicit—but not explicit—math–gender stereotypes were related to math achievement.