The Structural Relationship between Mathematical Self-Schema and Math Enthusiasm: The Mediating Role of Ability-Expectancy Beliefs and Task Value

Document Type : Research Paper


1 Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran

2 Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran

3 Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran

4 Associate Professor, Department of Assessment and Measurement, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran


The aim of the present study was to investigate the structural relationship between mathematical self-schemas and math Enthusiasm with the mediating role of ability-expectation beliefs and task value. This study was a correlational research using structural equation modeling. The sample included 500 female students in the 11th grade studying mathematics and science courses in Tehran. The participants were selected through multi-stages clustering method. All subjects completed the Math Self-Schemas, Semnan Expectancy-Value Questionnaire, Task Cost and Math Enthusiasm Questionnaires. The internal relationships of the variables were tested using the structural equation modeling method. The findings showed that mathematical self-schemas had a direct and positive effect on ability-expectancy beliefs. The effect of self-schemas on task value was also mediated by ability-expectancy beliefs. Ability-expectancy beliefs also directly affected the math task value. Although the direct effect of mathematical self-schemas on math enthusiasm was not significant; its indirect effect seemed to be significant. The effect of ability-expectancy beliefs on math enthusiasm was also mediated by task value. The path indicating the direct effect of the math task value on math enthusiasm was also significant. Thus, based on the findings, math self-schemas seem to influence math enthusiasm through beliefs about the ability to expect, and the math task value.


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