Two hundred sixty-three ninth grade students in a selected high school of a selected large school district were surveyed for mathematical self-concept. The instrument used was Gourgey's Mathematical Self-Concept Scale. Mathematical Self-Concept was compared to performance as measured by numerical class grades and by achievement test scores. The results were correlated using the Pearson-r formula, and the hypothesis of a positive relationship existing between mathematical self-concept and performance was supported. The findings suggested that improving mathematical self-concept would help to improve math performance, as measured by numerical class grade.
","abstract_html":"<p>Two hundred sixty-three ninth grade students in a selected high school of a selected large school district were surveyed for mathematical self-concept. The instrument used was Gourgey's Mathematical Self-Concept Scale. Mathematical Self-Concept was compared to performance as measured by numerical class grades and by achievement test scores. The results were correlated using the Pearson-r formula, and the hypothesis of a positive relationship existing between mathematical self-concept and performance was supported. The findings suggested that improving mathematical self-concept would help to improve math performance, as measured by numerical class grade.</p>","abstract_has_math":false,"creators":["Arrington, Linda M."],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Mary M. Lindquist","Dr. Earnest Carlisle","Dr. Albert R. VanCleave Jr."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1991,"date_issued":"1991-01-01T08:00:00Z","date_published":"1991-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:25Z","subjects":["High School","Mathematical Self-Concept","Gourgey's Mathematical Self-Concept Scale","Math Performance","Educational Assessment, Evaluation, and Research","Science and Mathematics Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/599","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Mary M. Lindquist","Dr. Earnest Carlisle","Dr. Albert R. VanCleave Jr."]},{"key":"dc:creator","label":"Author","values":["Arrington, Linda M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["High School","Mathematical Self-Concept","Gourgey's Mathematical Self-Concept Scale","Math Performance","Educational Assessment, Evaluation, and Research","Science and Mathematics Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/599"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Two hundred sixty-three ninth grade students in a selected high school of a selected large school district were surveyed for mathematical self-concept. The instrument used was Gourgey's Mathematical Self-Concept Scale. Mathematical Self-Concept was compared to performance as measured by numerical class grades and by achievement test scores. The results were correlated using the Pearson-r formula, and the hypothesis of a positive relationship existing between mathematical self-concept and performance was supported. The findings suggested that improving mathematical self-concept would help to improve math performance, as measured by numerical class grade.
"]},{"key":"dc:title","label":"Title","values":["The Relationship Between Mathematical Self-Concept and Math Performance"]}]}],"canonical_facts":{"dc:contributor":["Dr. Mary M. Lindquist","Dr. Earnest Carlisle","Dr. Albert R. VanCleave Jr."],"dc:creator":["Arrington, Linda M."],"dc:description.abstract":["Two hundred sixty-three ninth grade students in a selected high school of a selected large school district were surveyed for mathematical self-concept. The instrument used was Gourgey's Mathematical Self-Concept Scale. Mathematical Self-Concept was compared to performance as measured by numerical class grades and by achievement test scores. The results were correlated using the Pearson-r formula, and the hypothesis of a positive relationship existing between mathematical self-concept and performance was supported. The findings suggested that improving mathematical self-concept would help to improve math performance, as measured by numerical class grade.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/599"],"dc:language":["English"],"dc:subject":["High School","Mathematical Self-Concept","Gourgey's Mathematical Self-Concept Scale","Math Performance","Educational Assessment, Evaluation, and Research","Science and Mathematics Education"],"dc:title":["The Relationship Between Mathematical Self-Concept and Math Performance"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T01:45:25Z"}