A Comparative Study of Mathematics Self-Beliefs between Students in Shanghai-China and the USA

Zhu, Shi-Liang; Meyer, Patrick

doi:10.1007/s40299-020-00540-y

Cited by 4 publications

(4 citation statements)

References 39 publications

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“…Compared to the Shanghai-China sample, this result may suggest that in the United States sample, mathematics anxiety affects student mathematics performance mainly through reducing their use of problem-solving skills. The cultural differences in the structures of mathematics anxiety and the allocations of attention and cognitive resources ( Lee, 2009 ; Morony et al, 2013 ; Zhu and Meyer, 2020 ) when students are under high-anxious situations may provide another plausible explanation for this result.…”

Section: Discussionmentioning

confidence: 99%

“…This provided the possibilities for the current study to examine the effects of OTL on student mathematics anxiety, problem-solving skills, and mathematics achievement in a detailed manner. Previous research showed the differences in mathematics anxiety structures and effects on student achievement between eastern and western countries ( Lee, 2009 ; Morony et al, 2013 ; Zhu and Meyer, 2020 ). To clarify the indirect effects of OTL on student mathematics performance and problem-solving performance via mathematics anxiety, Shanghai-China and United States samples were selected for comparison.…”

Section: Methodsmentioning

confidence: 99%

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The Role of Opportunity to Learn on Student Mathematics Anxiety, Problem-Solving Performance, and Mathematics Performance

Guo

Liao

2022

Front. Psychol.

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This study examined the effects of opportunity to learn (OTL) or the content coverage in mathematics on student mathematics anxiety, problem-solving performance, and mathematics performance. The pathways examining the influences of OTL on student problem-solving performance and mathematics performance via mathematics anxiety were also tested. A sample of 1,676 students from Shanghai-China, and a sample of 1,511 students from the United States who participated in the Programme for International Student Assessment (PISA) 2012 were used for the analyses. The results from multilevel models and path models supported our hypotheses that OTL not only showed significant direct effects on student mathematics anxiety, problem-solving performance, and mathematics performance, but also presented indirect effects on student problem-solving performance and mathematics performance via mathematics anxiety in both Shanghai-China and United States, controlling for student gender, grade, and socioeconomic status. The practical implications of the current results were also discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

The Role of Opportunity to Learn on Student Mathematics Anxiety, Problem-Solving Performance, and Mathematics Performance

Guo

Liao

2022

Front. Psychol.

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“…A few studies have done on regional differences in mathematics self-efficacy at the same time. Zhu and Meyer discovered that students from Shanghai-China reported statistically higher levels of mathematics self-efficacy than their American peers [36].…”

Section: Discussionmentioning

confidence: 99%

“…Fiorella and Yoon confirmed five latent factors of the Mathematics Motivation Questionnaire (MMQ) which indicated the relationship of intrinsic value, self-regulation, self-efficacy, utility value, and test anxiety from secondary students by using exploratory and confirmatory factor analyses [19]. Shi and Patrick utilized the multiple indicators, multiple causes (MIMIC) method to measure mathematics self-beliefs (involve three dimensions: mathematics self-efficacy, mathematics self-concept and mathematics anxiety) from students between Shanghai-China and the USA which join in the Program for International Student Assessment (PISA) 2012 [20].…”

Section: In the Field Of Mathematics Self-efficacy Correlating With O...mentioning

confidence: 99%

Research on Mathematics Self-efficacy: A Systematic Literature Review

2022

JSSH

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This study presents the findings from a systematic review of literature (2017-2022) which is based on mathematics self-efficacy from secondary education. The purpose of this review is to find the status quo of mathematics self-efficacy from Junior high school. In total, the papers are related to mathematics self-efficacy. The findings explored three aspects: the method of measuring mathematics self-efficacy, the correlation between mathematics self-efficacy and other factors, and external influencing factors of mathematics self-efficacy, which provide a correct direction for future research. The results of the study show that most of the methods for studying mathematics self-efficacy are quantitative studies, which have positive or negative effects on other factors. Gender and external conditions will affect the development of mathematics self-efficacy.

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Exploring the Effects of Technology-Related Informal Mathematics Learning Activities: A Structural Equation Modeling Analysis

Jiang,

Chugh,

Turnbull

et al. 2024

Int J of Sci and Math Educ

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Despite the burgeoning adoption of informal learning in people’s daily lives, the actual effects of informal learning activities, especially technology-related informal learning activities, are much less reported than those of formal learning. Furthermore, there is a notable lack of research on the effects of technology-related informal mathematics learning activities (TRLA). This study aims to propose and validate a new model which illustrates the effects of TRLA on four constructs: mathematics self-efficacy (MSE), mathematics interest (MI), self-regulation in mathematics learning (SR), and teacher-student relationship (TSR). Adopting a quantitative cross-sectional survey approach, 460 students were investigated. The data were analyzed employing two-step structural equation modeling. Our findings demonstrate the direct effects of TRLA on MI and SR as well as the indirect effects on MI, MSE, and TSR. This study advances the understanding of technology-enhanced informal learning, which is an emerging perspective of technology-enhanced learning.

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A Comparative Study of Mathematics Self-Beliefs between Students in Shanghai-China and the USA

Cited by 4 publications

References 39 publications

The Role of Opportunity to Learn on Student Mathematics Anxiety, Problem-Solving Performance, and Mathematics Performance

The Role of Opportunity to Learn on Student Mathematics Anxiety, Problem-Solving Performance, and Mathematics Performance

Research on Mathematics Self-efficacy: A Systematic Literature Review

Exploring the Effects of Technology-Related Informal Mathematics Learning Activities: A Structural Equation Modeling Analysis

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