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- Am I a math person? Linking math identity with students’ motivation for mathematics and achievementPublication . Radišić, Jelena; Kesegi-Krstin, Ksenija; Blažanin, Barbara; Micic, Katarina; Baucal, Aleksandar; Peixoto, Francisco; Schukajlow, StanislawBased on the expectancy-value perspective on identity and identity formation, this paper explores the relationship between math identity (MI) and the dimensions of motivation (i.e. intrinsic value, attainment value, utility value and perceived competence) and math achievement in primary school. An additional aim of our research was to explore these relationships in diferent cultural contexts and investigate potential gender and grade diferences concerning MI. The participants were 11,782 primary school students from Norway, Sweden, Estonia, Finland, Portugal and Serbia. All predictors from the motivation spectrum were signifcant for students’ MI across the examined countries and had a stronger association with MI than math achievement. Among the motivational dimensions, intrinsic value had the strongest association with students’ MI. Boys had signifcantly more positive math identities than girls in Estonia, Finland, Norway and Portugal. The results showed that the grade 4 students perceived themselves less as “math persons” than their grade 3 peers in all countries.
- When competence and confidence are at odds: A cross-country examination of the Dunning–Kruger effectPublication . Hansen Yang, Kajsa; Thorsen, Cecilia; Radišić, Jelena; Peixoto, Francisco; Laine, Anu; Liu, XinResearch has shown that some students who underperform in mathematics overestimate their performance, while others who excel in mathematics underestimate it. Looking at this mismatch of performance and confidence judgement—the Dunning–Kruger effect (DKE)—the current study investigates how well students’ confidence judgement and itemspecific mathematics competence relate with each other and whether such a relationship differs across six European countries (i.e., Norway, Sweden, Finland, Estonia, Serbia and Portugal). We also examine whether perceived competence, mathematics identity, gender, socioeconomic status and immigration background predict this mismatch and whether these demographic factors function differently between the examined countries. The results show that the DKE could be found across grades three and four in all six countries. However, there are country-specific patterns regarding the relationship between performance, mathematics identity and perceived competence; the DKE; and how different demographic variables predict its occurrences in particular subpopulations.