The Effect of Self-Concept on Math Achievement in Fourth Grade Students

Abstract

The purpose of this study was to determine if there is a correlation between self-concept and math achievement on a standardized test for a heterogeneous group of forty-eight fourth grade students. Also studied were the relationships of self-concept and math achievement on students from single parent homes and students from two-parent households and the differences between male and female students in the areas of self-concept and math achievement. Forty-eight fourth grade students from a suburban school district in Rochester, New York were the subjects of this study. Twelve of the forty-eight were from broken homes. The math section of the Stanford Achievement Test was taken by each student. The raw score of overall math ability was used to determine math achievement. The day before the test the students completed the Coopersmith Self-Esteem Inventory. The Pearson Product Moment Method was used to determine if there was statistically significant correlation between self-concept and math achievement. A t-test was used to determine if there was a significant difference between the math scores of males and females and the math scores of students from one-parent homes and students from two-parent homes. The results of this study indicated there was no significant relationship between math achievement and self-concept. There was also no significant difference found between self-concept for females and self-concept for males and math achievement for males versus females. The data also showed no significant difference between the self-concept of students from one-parent households and students from two-parent homes and no significant difference in math achievement for students from one-parent homes and students from two-parent homes.