Assessing Expectancy and Value Beliefs in Mathematics: Measurement Invariance and Latent Mean Differences Across Two Ethnic Cultures

Kang, Xia; Leung, Frederick K. S.

doi:10.1007/s10763-022-10330-1

Cited by 5 publications

(5 citation statements)

References 65 publications

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“…Regarding 'size', a copy was considered good if none of its elements were shorter or longer than the sample by more than one millimeter (using the 1 mm thick bottom and top lines in the test as reference). The instrument displayed the mean measure of the mean squares (MNSQ outfit) of 1.04 for students, and 1.11 for items, indicating that they were in line with the recommended values of 1 to 1.5 [59]. Furthermore, the mean measure of the z-standardized measures (ZSTD outfit) for both instruments were 0.10 for students and 0.30 for items, which align with the recommended values of −2 to +2, as stated by Andrich [60].…”

Section: Reliability and Validity Of The Instrumentmentioning

confidence: 62%

Exploring the Growth and Predictors of Fine Motor Skills in Young Children Aged 4–8 Years

Józsa,

Oo,

Borbélyová

et al. 2023

Education Sciences

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Fine motor skills (FMS) are fundamental for children’s growth, influencing their writing progress and everyday activities. However, the development of these skills is a multifaceted process that is affected by various factors. Consequently, it becomes essential to comprehend the disparities in children’s fine motor skills (FMS) development and the predictive factors. To address this aspect, we aimed to investigate the development of children’s FMS, and the factors that can predict their development. Our analysis encompassed comparing FMS development between the two countries, examining gender and age discrepancies, and discerning the variables that predict FMS development. Employing a reliable instrument (the FMS development battery), we conducted a survey study involving 3050 Hungarian children living in both Slovakia and Hungary. The analysis, powered by R packages, yielded significant findings. Notably, students from Slovakia showcased significantly higher levels of FMS compared to their counterparts from Hungary. Furthermore, we observed a noteworthy gender disparity, with female students outperforming male students in both countries. Additionally, differences emerged across various age groups, indicating that older age groups exhibited more advanced FMS compared to their younger counterparts. With the help of regression analyses, our research also revealed the direct impact of gender and age on students’ FMS development, while parental education entered an indirect influence on this aspect. These discoveries offer valuable insights for educational leaders and policymakers seeking to enhance children’s FMS.

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Section: Reliability and Validity Of The Instrumentmentioning

confidence: 62%

Exploring the Growth and Predictors of Fine Motor Skills in Young Children Aged 4–8 Years

Józsa,

Oo,

Borbélyová

et al. 2023

Education Sciences

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“…According to the Ministry of Education and Culture data, there are 652 local languages. As we discussed earlier, the social environment may generate differences in students' beliefs about knowledge (Kang and Leung, 2022;Seo et al, 2019). In the present study, our participants can pertain to two regions: Sumenep and Surabaya.…”

Section: Beliefs Differences and Students' Culturementioning

confidence: 88%

“…However, there was an inconsistency among the previous research concerning students' beliefs and their relation to cultural differences. For example, Kang and Leung (2022), during their comparison study between Dai and Han students in China, did not find any significant differences in the context value of beliefs in mathematics.…”

Section: Beliefs Differences and Students' Culturementioning

confidence: 92%

“…According to the social cognitive theory proposed by Bandura (2001), individual social life, including social interaction, contribute to students' cognition. Culture also plays a key role in determining students' cognition as well as their perception of mathematics (Kang and Leung, 2022). However, there was an inconsistency among the previous research concerning students' beliefs and their relation to cultural differences.…”

Section: Beliefs Differences and Students' Culturementioning

confidence: 99%

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Exploring Students’ Mathematical Beliefs: Gender, Grade, and Culture Differences

Hidayatullah,

Csíkos

2023

ERIES Journal

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The investigation of students’ conceptions of knowledge of mathematics and the process of knowing mathematics is important to provide an understanding of the phenomena behind students’ performance. However, there is a scarcity of empirical investigation of students’ beliefs about mathematics knowledge in the Indonesian context. This study aims to assess students’ beliefs about mathematics education. The relation of these beliefs with gender, grade, and culture was also examined. Fifteen classes were selected by stratified random sampling methods. 536 students (boys = 217, girls = 319) from 8-9 grades participated in the present study. The result of this study revealed students viewed that their mathematics teachers have tried to make mathematics lessons interesting and perceived that mathematics knowledge continues to expand. Boys’ students hold stronger beliefs that they can understand the most difficult tasks in mathematics than girls’ students. Grade eight students have higher beliefs than ninth-grade students. Javanese students hold stronger beliefs in mathematics performance than Madurese students. The finding of this study provided information on how to design teaching and learning mathematics in the Indonesian context.

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“…Latent mean difference refers to the difference in the means of the latent variables (i.e., unobserved variables) between two or more groups in MG-CFA (Kim et al, 2022). Assessing the latent mean difference for MI typically involves a series of steps, including testing for configural invariance (i.e., the same factor structure across groups), followed by testing for metric invariance (i.e., the same factor loadings across groups), scalar invariance (i.e., the same intercepts across groups), and, finally, latent mean invariance (i.e., the same latent means across groups) (Kang & Leung 2022).…”

Section: Latent Mean Differencesmentioning

confidence: 99%

Diagnostic Assessment of School Readiness

2024

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Assessing Expectancy and Value Beliefs in Mathematics: Measurement Invariance and Latent Mean Differences Across Two Ethnic Cultures

Cited by 5 publications

References 65 publications

Exploring the Growth and Predictors of Fine Motor Skills in Young Children Aged 4–8 Years

Exploring the Growth and Predictors of Fine Motor Skills in Young Children Aged 4–8 Years

Exploring Students’ Mathematical Beliefs: Gender, Grade, and Culture Differences

Diagnostic Assessment of School Readiness

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