Developmental relations between mathematics self-concept, interest, and achievement

A comparison of solo- and co-taught classes

Bibliographic Data

ID9894827
AuthorsHans Lehikoinen (0000-0001-6256-3341, University of Eastern Finland, corresponding author), Pertti Väisänen (0000-0002-8316-1373, University of Eastern Finland), Sari Havu-Nuutinen (0000-0001-5502-6361, University of Eastern Finland), Kristiina Lappalainen (0000-0001-8102-7931, University of Eastern Finland), Markku Niemivirta (0000-0001-7152-5152, University of Eastern Finland)
Year2025
Volume53
Issue2
Pages239-261
Publication date2025-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInstructional Science (JOURNAL)
Journal identifiersISSN: 0020-4277 • E-ISSN: 1573-1952
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s11251-024-09678-4
OpenAlexW4401822720
LanguageEN
References cited85

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

Educational psychology · Mathematics education · Pedagogy · Collaborative Teaching and Inclusion · Diverse Education Studies and Reforms · Psychology · Reflective Practices in Education

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