A holistic model to infer mathematics performance: the interrelated impact of student, family and school context variables
- Author
- Ningning Zhao (UGent) , Martin Valcke (UGent) , Annemie Desoete (UGent) and chang Zhu
- Organization
- Abstract
- The present study aims at exploring predictors influencing mathematics performance. In particular, the study focuses on internal students' characteristics (gender, age, metacognitive experience, mathematics self-efficacy) and external contextual factors (GDP of school location, parents' educational level, teachers' educational level, and teacher beliefs). A sample of 1749 students and 91 teachers from Chinese primary schools were involved in the study. Path analysis was used to test the direct and indirect relations between the predictors and mathematics performance. Results reveal that a large proportion of mathematics performance can be directly predicted from students' metacognitive experiences. In addition, other student characteristics and contextual variables influence mathematics performance in direct or indirect ways.
- Keywords
- mathematics learning, BELIEFS, ACHIEVEMENT, mathematics performance, path analysis, metacognition, PATH-ANALYSIS, MULTILEVEL ANALYSIS, SOCIOECONOMIC-STATUS, COGNITIVE-DEVELOPMENT, METACOGNITIVE EXPERIENCES, WORKING-MEMORY, GENDER-DIFFERENCES, SELF-EFFICACY
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-2105450
- MLA
- Zhao, Ningning, et al. “A Holistic Model to Infer Mathematics Performance: The Interrelated Impact of Student, Family and School Context Variables.” SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH, vol. 58, no. 1, 2014, pp. 1–20, doi:10.1080/00313831.2012.696210.
- APA
- Zhao, N., Valcke, M., Desoete, A., & Zhu, chang. (2014). A holistic model to infer mathematics performance: the interrelated impact of student, family and school context variables. SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH, 58(1), 1–20. https://doi.org/10.1080/00313831.2012.696210
- Chicago author-date
- Zhao, Ningning, Martin Valcke, Annemie Desoete, and chang Zhu. 2014. “A Holistic Model to Infer Mathematics Performance: The Interrelated Impact of Student, Family and School Context Variables.” SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH 58 (1): 1–20. https://doi.org/10.1080/00313831.2012.696210.
- Chicago author-date (all authors)
- Zhao, Ningning, Martin Valcke, Annemie Desoete, and chang Zhu. 2014. “A Holistic Model to Infer Mathematics Performance: The Interrelated Impact of Student, Family and School Context Variables.” SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH 58 (1): 1–20. doi:10.1080/00313831.2012.696210.
- Vancouver
- 1.Zhao N, Valcke M, Desoete A, Zhu chang. A holistic model to infer mathematics performance: the interrelated impact of student, family and school context variables. SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH. 2014;58(1):1–20.
- IEEE
- [1]N. Zhao, M. Valcke, A. Desoete, and chang Zhu, “A holistic model to infer mathematics performance: the interrelated impact of student, family and school context variables,” SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH, vol. 58, no. 1, pp. 1–20, 2014.
@article{2105450,
abstract = {{The present study aims at exploring predictors influencing mathematics performance. In particular, the study focuses on internal students' characteristics (gender, age, metacognitive experience, mathematics self-efficacy) and external contextual factors (GDP of school location, parents' educational level, teachers' educational level, and teacher beliefs). A sample of 1749 students and 91 teachers from Chinese primary schools were involved in the study. Path analysis was used to test the direct and indirect relations between the predictors and mathematics performance. Results reveal that a large proportion of mathematics performance can be directly predicted from students' metacognitive experiences. In addition, other student characteristics and contextual variables influence mathematics performance in direct or indirect ways.}},
author = {{Zhao, Ningning and Valcke, Martin and Desoete, Annemie and Zhu, chang}},
issn = {{0031-3831}},
journal = {{SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH}},
keywords = {{mathematics learning,BELIEFS,ACHIEVEMENT,mathematics performance,path analysis,metacognition,PATH-ANALYSIS,MULTILEVEL ANALYSIS,SOCIOECONOMIC-STATUS,COGNITIVE-DEVELOPMENT,METACOGNITIVE EXPERIENCES,WORKING-MEMORY,GENDER-DIFFERENCES,SELF-EFFICACY}},
language = {{eng}},
number = {{1}},
pages = {{1--20}},
title = {{A holistic model to infer mathematics performance: the interrelated impact of student, family and school context variables}},
url = {{http://dx.doi.org/10.1080/00313831.2012.696210}},
volume = {{58}},
year = {{2014}},
}
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