High School Student Rationales for Studying Advanced Science: Analysis of Their Psychological and Cultural Capitals

Chiu, Mei-Shiu

doi:10.22606/jaer.2017.23005

Cited by 2 publications

(2 citation statements)

References 37 publications

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“…In particular, even without high SES or parental knowledge capital, children can still benefit from early numeracy activities in their later mathematics interest development. Confidence and interest are two major reasons for students to choose advanced science courses and careers (Chiu, 2017;Venville, Rennie, Hanbury, & Longnecker, 2013;Uitto, 2014). In this sense, early numeracy activities are a worthwhile investment, and the results of this study suggest that they be advocated by educators and policymakers and implemented by parents.…”

Section: Effects Of Early Numeracy Activities On Cognition and Affectmentioning

confidence: 75%

Effects of Early Numeracy Activities on Mathematics Achievement and Affect: Parental Value and Child Gender Conditions and Socioeconomic Status Mediation

Chiu

2018

EURASIA J MATH SCI T

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Past studies have examined the models for the effects of early numeracy activities on children's later mathematics achievement, with parental values as a precondition and socioeconomic status (SES) as an interaction measure with numeracy activities. This study proposed models of (1) the multiple effects of early numeracy activities, conditioned by parental value, on mathematics achievement and affect (e.g. confidence and interest) and (2) the multiple effects to be mediated by SES and early numeracy activities conditioned by parental value and child gender. The proposed models were examined using structural equation modeling with data from Taiwanese parental reports and child grade-4 tests and reports (N = 4,291; 49% girls) of TIMSS 2015. Three major results go beyond those previous research findings and may provide recommendations for educational practices. (1) Early numeracy activities have effects on mathematics confidence and interest in addition to achievement. (2) SES mediates the effects of early numeracy activities on achievement and confidence but not on interest. The mediating effect of SES suggests that high-quality educational provision should be provided during early numeracy activities. (3) Parents provide fewer numeracy activities for girls, which suggests that parents should provide more early numeracy activities to girls.

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Section: Effects Of Early Numeracy Activities On Cognition and Affectmentioning

confidence: 75%

Effects of Early Numeracy Activities on Mathematics Achievement and Affect: Parental Value and Child Gender Conditions and Socioeconomic Status Mediation

Chiu

2018

EURASIA J MATH SCI T

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“…The research has indicated that extrinsic value or motivation is related to social norms and authorities in students' lives (Chiu, 2017). The affect experiences detected through online learning may be more likely to mediate or reflect students' inner-oriented motivations (e.g., self-concept and interest) than their extrinsic value.…”

Section: Valuementioning

confidence: 99%

Detected Affect During Online Mathematics Learning Mediate Self-Report Motivation Changes: Examining a Motivation-Affect Regulation Model

2023

FeD

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This study investigates relationships between detected affect during online learning and self-reports concerning motivational constructs in mathematics. Students reported their self-concept, interest, and values in mathematics before and after learning mathematics on an online intelligent tutoring system for one academic year over the autumn and spring semesters. Students’ experiences of engaged concentration, confusion, frustration, and boredom were detected using log files from the system. The participants included over 8,000 2nd- to 8th-grade students in the United States who used an intelligent tutoring system, Reasoning Mind, during the academic year of 2017-2018. Path analyses with mediating effects indicate that students initially perceiving high self-concept are less frustrated in both autumn and spring. Students interested in mathematics experience initial disengagement and later confusion in online mathematical problem-solving. This result calls for cross-platform support from teachers and system designs, especially for students interested in traditional mathematical teaching and learning. For theory, this study posits the Motivation-Affect Regulation (MAR) model, highlighting the mediating effects of motivation effect. Results find that the earlier self-concept can be mediated by fewer frustrations in online learning and lead to later self-concept. Interest triggers early disengagement and late confusion during online learning. Value is not mediated by affect. In methodology, structural equation modelling with mediating models offers opportunities to investigate more complex relationships when common measures are collected across time. Both offline pedagogical designs and online learning system designs need to consider the gaps between different formats of learning. Students with a high interest in learning mathematics in real classrooms may fail to adjust themselves easily to online mathematical problem-solving and experience disengagement in the early stages (one semester) and confusion in the stages (after one semester).

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High School Student Rationales for Studying Advanced Science: Analysis of Their Psychological and Cultural Capitals

Cited by 2 publications

References 37 publications

Effects of Early Numeracy Activities on Mathematics Achievement and Affect: Parental Value and Child Gender Conditions and Socioeconomic Status Mediation

Effects of Early Numeracy Activities on Mathematics Achievement and Affect: Parental Value and Child Gender Conditions and Socioeconomic Status Mediation

Detected Affect During Online Mathematics Learning Mediate Self-Report Motivation Changes: Examining a Motivation-Affect Regulation Model

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