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Success in Mathematics and Academic Wellbeing in Primary-School Students

Author

Listed:
  • Susana Rodríguez

    (Psychology Departament, University of A Coruña, 15001 A Coruña, Spain)

  • Bibiana Regueiro

    (Pedagogy and Didactics Departament, University of Santiago de Compostela, 15705 Santiago de Compostela, Spain)

  • Isabel Piñeiro

    (Psychology Departament, University of A Coruña, 15001 A Coruña, Spain)

  • Antonio Valle

    (Psychology Departament, University of A Coruña, 15001 A Coruña, Spain)

  • Benigno Sánchez

    (Consellería de Educación, Universidad de Formación Profesional, Xunta de Galicia, 15704 Santiago de Compostela, Spain)

  • Tania Vieites

    (Psychology Departament, University of A Coruña, 15001 A Coruña, Spain)

  • Carolina Rodríguez-Llorente

    (Psychology Departament, University of A Coruña, 15001 A Coruña, Spain)

Abstract

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.

Suggested Citation

  • Susana Rodríguez & Bibiana Regueiro & Isabel Piñeiro & Antonio Valle & Benigno Sánchez & Tania Vieites & Carolina Rodríguez-Llorente, 2020. "Success in Mathematics and Academic Wellbeing in Primary-School Students," Sustainability, MDPI, vol. 12(9), pages 1-11, May.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:9:p:3796-:d:354812
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    References listed on IDEAS

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    1. Bevo Wahono & Chun-Yen Chang, 2019. "Assessing Teacher’s Attitude, Knowledge, and Application (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education," Sustainability, MDPI, vol. 11(4), pages 1-18, February.
    2. Felicia Huppert & Timothy So, 2013. "Flourishing Across Europe: Application of a New Conceptual Framework for Defining Well-Being," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 110(3), pages 837-861, February.
    3. Dong-Joong Kim & Sung-Chul Bae & Sang-Ho Choi & Hee-Jeong Kim & Woong Lim, 2019. "Creative Character Education in Mathematics for Prospective Teachers," Sustainability, MDPI, vol. 11(6), pages 1-16, March.
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    Cited by:

    1. Ana-Maria Zamfir & Cristina Mocanu, 2020. "Perceived Academic Self-Efficacy among Romanian Upper Secondary Education Students," IJERPH, MDPI, vol. 17(13), pages 1-17, June.
    2. Alenka Brezavšček & Janja Jerebic & Gregor Rus & Anja Žnidaršič, 2020. "Factors Influencing Mathematics Achievement of University Students of Social Sciences," Mathematics, MDPI, vol. 8(12), pages 1-24, December.
    3. Susana Rodríguez & Iris Estévez & Isabel Piñeiro & Antonio Valle & Tania Vieites & Bibiana Regueiro, 2021. "Perceived Competence and Intrinsic Motivation in Mathematics: Exploring Latent Profiles," Sustainability, MDPI, vol. 13(16), pages 1-12, August.

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