Through the Lens of Mathematical/Scientific Self‐Schemas: Images of Students' Current and Possible Selves1

Two studies identified university students whose mathematical, scientific networks of cognitive associations function either as a positive self‐schema, a weak or nonexistent self‐schema, or a negative self‐schema. Schematicity tendency was significantly related to both current and possible self elements. In Study 1, subjects’ mathematical, scientific self views were positively associated with preferential recall of schema‐relevant material. Both recall and item extremity signaled the presence of a global, positive or negative, math/science self‐schema, a conclusion supported by negative schematic subjects' significantly lower math test scores. However, aschematics, with math test performance very similar to positive self‐schematics, were much less likely than positive schematics to enroll in mathematics, statistics, computing, and natural science courses. In Study 2, standardized math/science trait item endorsements and response latencies were used to form double cross‐validated self‐schema clusters. Positive and negative schematics were more confident than aschematics in “me, not‐me” math/science self‐descriptions, and in possible math/science careers. Both intentions to take more mathematics and total courses subsequently taken were greater for positive than negative schematics. Implications for gender‐related issues, interventions, and instruction in academic domains are discussed.