A trend study of self-concept and mathematics achievement in a cross-cultural context

Wang, Jianjun

doi:10.1007/bf03217461

Cited by 21 publications

(15 citation statements)

References 30 publications

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“…First, some studies (e.g. Shen, 2008;Wang, 2007;Wilkins, 2004) only used *Corresponding author. Email: meng@unco.edu one or two items as a measure of students' mathematics self-concept.…”

Section: Measures and Constructs Of Self-conceptmentioning

confidence: 99%

Re‐examining factor structure of the attitudinal items from TIMSS 2003 in cross‐cultural study of mathematics self‐concept

Liu

Meng

2010

Educational Psychology

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The aims of this study were to examine the factor structure of the attitudinal questionnaire items from Trends in International Mathematics and Science Study (TIMSS) 2003 and to investigate low-and high-performing students' mathematics self-concept in East Asian societies and in the USA. The participants were 24,119 eighth-graders, 4856 from Japan, 4972 from Hong Kong, 5379 from Taiwan and 8912 from the USA. Exploratory factor analyses (EFAs) were conducted revealing a same factor structure across the four societies. The MANOVA results showed that (1) the US students reported a statistically significant higher mathematics self-concept than students in Hong Kong, Taiwan, or Japan; (2) across the four societies, high-performing students had statistically significant higher self-concept than low-performing students; and (3) the US low-performing students' selfconcept was higher than Japanese high-performing students' self-concept. The implications of these findings are discussed.

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“…First, some studies (e.g. Shen, 2008;Wang, 2007;Wilkins, 2004) only used *Corresponding author. Email: meng@unco.edu one or two items as a measure of students' mathematics self-concept.…”

Section: Measures and Constructs Of Self-conceptmentioning

confidence: 99%

Re‐examining factor structure of the attitudinal items from TIMSS 2003 in cross‐cultural study of mathematics self‐concept

Liu

Meng

2010

Educational Psychology

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“…The mathematics selfconcept was constructed using student responses to question over being good at mathematics, getting good grades in mathematics, learning mathematics quickly, understanding the most difficult works and so on (OECD, 2013a). A common finding across numerous studies has been that mathematical self-concept and mathematics achievement are positively related (Wang, 2007;Radišic, Videnovic and Baucal, 2015). The index of mathematics self-efficacy was constructed using student responses over the extent whether they are feeling confident about using mathematical equations and are aware of mathematics which might help to get a job and improve their career.…”

Section: Factors Affecting Mathematics Performancementioning

confidence: 99%

Investigating the Factors Affecting Turkish Students PISA 2012 Mathematics Achievement Using Hierarchical Linear Modeling

Kabasakal¹,

Öztürk²,

Özberk³

2017

HUJE

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When Turkey's mathematical literacy performance in PISA 2003 and 2012 is examined, it is seen that it has an increase of approximately 25 points between the two assessments. Despite this increase, the fact that the mathematics performance is below the OECD average leads to the need to determine what factors affect the mathematics performance of Turkish students. This study is aimed to investigate the factors affecting mathematics performance of Turkish students at school and school level. Initially Turkish sample consisted a total of 4848 students from 170 schools. As a result of examining the assumptions of the two-level hierarchical linear model; the data of 4236 students from 128 schools were included in the analysis. The results indicate that 64 % of the variability in mathematics achievement was found between schools. Variables associated with attitudes towards mathematics have significant effects on mathematics achievement. Mathematics self-efficacy has the most significant impacts on mathematics achievement after controlling remaining variables. For the school-level variables, proportion of mathematics teachers was found to be a strong predictor of a school's average mathematics achievement. However, it's been found that student-teacher ratio was the only negative predictor of mathematics achievement at school-level. School-level variables explained 44.1% of the variance in the between school difference in mean mathematics achievement.

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“…Self-concept is an important construct in education because of its linkage to academic achievement (Ayodele, 2011;Byrne, 1984;Wang, 2007). Several studies have examined the relationship between self-concept and academic achievement or performance in mathematics.…”

Section: Introductionmentioning

confidence: 99%

A Study on the Elementary School Students’ Mathematics Self Concept

Erdoğan¹,

Şengül²

2014

Procedia - Social and Behavioral Sciences

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Mathematics self-concept, which can be defined as student ratings of their skills, ability, enjoyment and interest in mathematics, is seen as an important factor in mathematics education. In this context, the purpose of this study was to investigate the elementary school students' mathematics self-concept levels regarding their grade level and gender. Relational survey method was used in this study. The research sample were composed of 281 students, determined by randomly from in a primary and a secondary school in Istanbul in the spring term of 2013-2014 academic year. Data were collected using the "Self-Description Questionnaire-I" developed by Marsh (1992) and adapted in -way ANOVA) and independent sample t-test were employed to analyze data. The results of the analyses indicate that there is a statistically significant difference between elementary school students' mathematics self-concept levels based on their grade levels. Furthermore, there was a significant difference in elementary school students' mathematics self-concept levels points of view gender. In the light of the findings of this study, the researchers have developed suggestions.

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A trend study of self-concept and mathematics achievement in a cross-cultural context

Cited by 21 publications

References 30 publications

Re‐examining factor structure of the attitudinal items from TIMSS 2003 in cross‐cultural study of mathematics self‐concept

Re‐examining factor structure of the attitudinal items from TIMSS 2003 in cross‐cultural study of mathematics self‐concept

Investigating the Factors Affecting Turkish Students PISA 2012 Mathematics Achievement Using Hierarchical Linear Modeling

A Study on the Elementary School Students’ Mathematics Self Concept

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