Achievement, self‐concept and anxiety in mathematics and English: A thre e‐wave cross‐lagged panel study

Source abstract

Abstract Background Many studies (especially cross‐sectional ones) have shown signicant links between two of these three constructs‐achievement, self‐concept and anxiety. Objectives Unlike past longitudinal studies that examined only two of these three constructs, this study examines all three, grounded in self‐determination theory , control‐value theory and transactional theory of anxiety . Methods Chinese secondary school students ( N = 823) completed questionnaires across three time points covering one school year, and we collected data on their mathematics and second language (L2) English test scores. Results Cross‐lagged panel models showed equal effect sizes in both pairs of time periods (T1–T2 and T2–T3). In both mathematics and L2 English, (a) achievement, self‐concept and anxiety all showed moderate autoregression effects and hence, relative stability, (b) achievement and self‐concept showed reciprocal positive effects and (c) self‐concept negatively predicted subsequent anxiety. In mathematics but not L2 English, anxiety negatively predicted self‐concept, and achievement negatively predicted anxiety, showing domain differences. Self‐concept mediated achievement's negative effect on anxiety only in L2 English. Conclusions Distinguishing within domain and cross domain effects of achievement, self‐concept, and anxiety in mathematics and L2 English deepen our understanding of the relationships among these three constructs.