The Relationship between Self-Concept and Performance in Grade 11 Mathematics

Abstract This paper reports on a study aimed at answering the question whether there is any difference between high and low performers among some grade 11 mathematics learners in Mangaung high schools. The study looks at differences in terms of how they understand their mathematics performance and make sense of themselves (abilities, capabilities, etc.). No strong causal relationship is assumed but the results tend to show that performance is positively related to self-concept. The higher the level of positive self-regard, the higher is also the level of performance, at the same time. The inverse also applies. This conclusion was arrived at after analysing and interpreting quantitative findings using Mboya's Self-Description Inventory-II (MSDI-II), Tuckman's Mathematics Attitude Scale (MAS) and Rotter's Internal-External Scale.