Success in Mathematics and Academic Wellbeing in Primary-School Students
The main aim of this study was to analyse possible differences in academic wellbeing on the basis of prior academic achievement in mathematics. We conceptualised wellbeing as a multidimensional construct covering both negative indicators, namely, anxiety and negative feelings, and positive indicator...
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doaj-7fc6199cde334360be05852136f600ef2020-11-25T03:34:09ZengMDPI AGSustainability2071-10502020-05-01123796379610.3390/su12093796Success in Mathematics and Academic Wellbeing in Primary-School StudentsSusana Rodríguez0Bibiana Regueiro1Isabel Piñeiro2Antonio Valle3Benigno Sánchez4Tania Vieites5Carolina Rodríguez-Llorente6Psychology Departament, University of A Coruña, 15001 A Coruña, SpainPedagogy and Didactics Departament, University of Santiago de Compostela, 15705 Santiago de Compostela, SpainPsychology Departament, University of A Coruña, 15001 A Coruña, SpainPsychology Departament, University of A Coruña, 15001 A Coruña, SpainConsellería de Educación, Universidad de Formación Profesional, Xunta de Galicia, 15704 Santiago de Compostela, SpainPsychology Departament, University of A Coruña, 15001 A Coruña, SpainPsychology Departament, University of A Coruña, 15001 A Coruña, SpainThe main aim of this study was to analyse possible differences in academic wellbeing on the basis of prior academic achievement in mathematics. We conceptualised wellbeing as a multidimensional construct covering both negative indicators, namely, anxiety and negative feelings, and positive indicators, namely, perceived competence, perceived utility, and mastery motivation. Success in mathematics is expected to be associated with better academic wellbeing. The sample consisted of 897 students from the fifth and sixth years of primary school (50.2% boys and 49.8% girls). Results suggested that success in mathematics is linked to a student’s academic wellbeing, in such a way that perceived competence in the subject, perception of usefulness of mathematical content, and mastery motivation was higher in students with better previous performance. Anxiety and negative feelings were also lower when success in mathematics increased. Considering the particular anxiety–self-efficacy interaction suggested by previous research, we concluded that a good way to change negative academic wellbeing would be to increase successful experiences to foster perceived competence, especially in students with high academic anxiety.https://www.mdpi.com/2071-1050/12/9/3796prior academic achievementacademic wellbeingmathprimary education |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Susana Rodríguez Bibiana Regueiro Isabel Piñeiro Antonio Valle Benigno Sánchez Tania Vieites Carolina Rodríguez-Llorente |
spellingShingle |
Susana Rodríguez Bibiana Regueiro Isabel Piñeiro Antonio Valle Benigno Sánchez Tania Vieites Carolina Rodríguez-Llorente Success in Mathematics and Academic Wellbeing in Primary-School Students Sustainability prior academic achievement academic wellbeing math primary education |
author_facet |
Susana Rodríguez Bibiana Regueiro Isabel Piñeiro Antonio Valle Benigno Sánchez Tania Vieites Carolina Rodríguez-Llorente |
author_sort |
Susana Rodríguez |
title |
Success in Mathematics and Academic Wellbeing in Primary-School Students |
title_short |
Success in Mathematics and Academic Wellbeing in Primary-School Students |
title_full |
Success in Mathematics and Academic Wellbeing in Primary-School Students |
title_fullStr |
Success in Mathematics and Academic Wellbeing in Primary-School Students |
title_full_unstemmed |
Success in Mathematics and Academic Wellbeing in Primary-School Students |
title_sort |
success in mathematics and academic wellbeing in primary-school students |
publisher |
MDPI AG |
series |
Sustainability |
issn |
2071-1050 |
publishDate |
2020-05-01 |
description |
The main aim of this study was to analyse possible differences in academic wellbeing on the basis of prior academic achievement in mathematics. We conceptualised wellbeing as a multidimensional construct covering both negative indicators, namely, anxiety and negative feelings, and positive indicators, namely, perceived competence, perceived utility, and mastery motivation. Success in mathematics is expected to be associated with better academic wellbeing. The sample consisted of 897 students from the fifth and sixth years of primary school (50.2% boys and 49.8% girls). Results suggested that success in mathematics is linked to a student’s academic wellbeing, in such a way that perceived competence in the subject, perception of usefulness of mathematical content, and mastery motivation was higher in students with better previous performance. Anxiety and negative feelings were also lower when success in mathematics increased. Considering the particular anxiety–self-efficacy interaction suggested by previous research, we concluded that a good way to change negative academic wellbeing would be to increase successful experiences to foster perceived competence, especially in students with high academic anxiety. |
topic |
prior academic achievement academic wellbeing math primary education |
url |
https://www.mdpi.com/2071-1050/12/9/3796 |
work_keys_str_mv |
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