An Empirical Study of Gender Difference in the Relationship between Self‐Concept and Mathematics Achievement in a Cross‐Cultural Context

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

“…Thus, parental education is a profound factor influencing development of student self-concept and academic achievement (Eccles & Harold, 1993;Nakagawa, 2000;Pena, 2000). Because the TIMSS 2003 data were unavailable to the general public until the end of May, 2005, previous studies could not examine this non-monotonic pattern (e.g., Wang, J., 2004;Wang, 2005;Wang, Oliver, & Garcia, 2004;Wilkins, 2004). In this regard, this investigation is built on a solid theoretical framework and pertinent empirical data to enrich the existing knowledge base.…”

“…In summary, the importance of studying the reciprocal relation model in Hong Kong has been recognised by several researchers (e.g., Marsh et al, 2002;Wang, J., 2004;Wang, 2005;Wang, Oliver, & Garcia, 2004). The model examined in this new investigation differentiates from the past models in at least two distinct aspects: (1) It replaces the ambiguous school language labeling with a more pertinent factor of parental education to better represent the Hong Kong context in this period; (2) It incorporates the TIMSS 2003 data to support an analysis of the non-monotonic trend that requires at least three waves of data on the time dimension.…”

The Predictive Power of Self-Efficacy Sources for Mathematics Achievement

“…Özellikle duyuşsal özelliklerin başarıyı etkileyen önemli bir faktör olduğu kuramsal açıklamalarla ifade edilmiştir (Bloom, 1998;Bandura, 1997;Schunk ve Zimmerman, 1998). Matematik başarısıyla ilgili çalışmaların bulguları, bahsedilen kuramsal açıklamaları destekler niteliktedir (Pajares ve Graham, 1999;Chen, 2003;Peters, 2013;Chen ve Zimmerman, 2007;Yıldırım, 2011;Yurt ve Sünbül, 2014a;Loo ve Choy, 2013;Ferla, Valcke ve Cai, 2009;Wang, 2006;Usher ve Pajares, 2009). …”

Academic self-concept and achievement in Polish primary schools: cross-lagged modelling and gender-specific effects

“…This overrepresentation may neglect potential cross-cultural differences, especially between individualistic and collectivistic societies (Marsh and Köller 2004). So, the reciprocal effects model requires confirmation in cross-cultural settings to prove its generalizability (Marsh et al 2015;Marsh and Craven 2006;Wang 2006).…”