Syarifah Fadillah, Marhadi Saputro, Fajriah Fajriah


The connection between academic self-concept and mathematics achievement has been widely studied, but the consideration from students’ internal process when solving a mathematical test is surprisingly rare. Students’ mathematical problem-solving ability was evaluated from their ability to solve trigonometry problems, while students’ academic self-concept was obtained from a questionnaire. The result indicated that students’ academic self-concept is linearly connected with their ability to solve mathematical problems. Students with high academic self-concept also possess an excellent ability to solve mathematical test problems and vice versa.


academic self-concept; mathematical problem solving; trigonometry; mathematics education

Full Text:



Arikunto, S. (2010). Evaluasi Program Pendidikan. Jakarta: Bumi Aksara.

Bong, M., & Skaalvik, E.M. (2003). Academic Self-Concept and Self-Efficacy: How Different Are They Really? Educational Psychology Review, 15, 1-40.

Calhoun, J.F., & Acocella, J.R. (1990). Psychology of Adjustment and Human Relationship. New York: McGraw-Hill

Chen, S., Yeh, Y., Hwang, F., Lina, S.S.J. (2013). The relationship between academic self-concept and achievement: A multicohort–multi-occasion study. Learning and Individual Differences, 23, 172-178.

Chiu, M.M., & Klassen, R.M. (2010). Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries. Learning and Instruction, 20(1), 2-17.

Choi, N. (2005). Self-Efficacy and Self-Concept as Predictors of College Students’ Academic Performance. Psychology in the Schools, 42(2), 197-205.

Dermitzaki, I., Leondari, A., & Goudas, M. (2009). Relations between young students’ strategic behaviours, self-concept, and performance in a problem-solving situation. Learning and Instruction, 19, 144-157.

Ferla, J., Valcke, M., & Cai, Y. (2009). Learning and Individual Differences Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19(4), 499-505.

Ghazvini, S.D. (2011). Relationships between academic self-concept and academic performance in high school students. Procedia Social and Behavioral Sciences, 15, 1034-1039.

Guay, F., Marsh, H.W., & Boivin, M. (2003). Academic Self-Concept and Academic Achievement: Developmental Perspectives on Their Causal Ordering. Journal of Educational Psychology, 95(1), 124–136.

Ireson, J., & Hallam, S. (2009). Academic self-concepts in adolescence: achievement and ability grouping in schools. Learning and Instruction, 19(3), 201-213.

Lent, R.W., Brown, S.D., & Gore, P.A. (1997). Discriminant and Predictive Validity of Academic Self-Concept, Academic Self-Efficacy, and Mathematics-Specific. Journal of Counseling Psychology, 44(3), 307-315.

Ma, X., and Kishor, N. (1997). Attitude toward self, social factors, and achievement in mathematics: A meta-analytic view. Educational Psychology Review, 9, 89–120.

Marsh, H.W., Byrne, B.M., & Shavelson, R.J. (1988). A Multifaceted Academic Self-Concept: Its Hierarchical Structure and Its Relation to Academic Achievement. Journal of Educational Psychology, 80(3), 366-380.

Marsh, H.W., Trautwein, U., Ludtke, O., Koller, O, & Baumert, J. (2005). Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering. Child Development, 76(2), 397-416.

Marsh, H.W., & O’Mara, A. (2008). Reciprocal Effects between Academic Self-Concept, Esteem, Achievement, and Attainment Over Seven Adolescent Years: Unidimensional and Multidimensional Perspectives of Self-Concept. Personality and Social Psychology Buletin, 34, 542-552.

Marsh, H.W., & Martin, A.J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81, 59–77.

Polya, G. (1985). How to Solve It. Princeton: Princeton University Press.

Rao, N., Moely, B.E., & Sachs, J. (2000). Motivational Beliefs, Study Strategies, and Mathematics Attainment in High and Low-Achieving Chinese Secondary School Students. Contemporary Educational Psychology, 25, 287-316.

Relich, J. (1996). Gender, self-concept and teachers of mathematics: Effects on attitudes to teaching and learning. Educational Studies in Mathematic, 30, 179–195.

Rost, D.H., & Wild, K.P. (1994). Cheating and achievement-avoidance at school: components and assessment. British Journal of Educational Psychology, 64, 19-32.

Seaton, M., Parker, P., Marsh, H.W., Craven, R.G., & Yeung, A.S. (2014). The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success. Educational Psychology, 34(1), 49-72.

Shavelson, R. J., Hubner, J. J., and Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46, 407–441.

Skaalvik, S., & Skaalvik, E.M. (2005). Self-Concept, Motivational Orientation, and Help-Seeking Behavior in Mathematics: A Study of Adults Returning to High School. Social Psychology of Education, 8, 285–302.

Trautwein, U., Ludtke, O., Koller, O., Baumert, J. (2006). Self-Esteem, Academic Self-Concept, and Achievement: How the Learning Environment Moderates the Dynamics of Self-Concept. Journal of Personality and Social Psychology, 90(2), 334 –349.




  • There are currently no refbacks.

Copyright (c) 2018 Jurnal Pengajaran MIPA

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JPMIPA is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam (JPMIPA) or Journal of Mathematics and Science Teaching 

All rights reserverd. pISSN 1412-0917 eISSN 2443-3616

Copyright © Faculty of Mathematics and Science Education (FPMIPA) Universitas Pendidikan Indonesia (UPI)


View JPMIPA Stats