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A holistic model to infer mathematics performance: the interrelated impact of student, family and school context variables

Ningning Zhao (UGent) , Martin Valcke (UGent) , Annemie Desoete (UGent) and chang Zhu
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  • BOF07/DOS/056
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

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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 58.1 (2014): 1–20. Print.
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.
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.
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.
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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