Mathematics Beliefs and Achievement of Elementary School Students in Japan and the United States: Results From the Third International Mathematics and Science Study.
Student self-beliefs are significantly related to several types of academic achievement. In addition, results from international assessments have indicated that students in Japan have typically scored above international averages (D. L. Kelly, I. V. S. Mullis, & M. 0. Martin, 2000). In this study, t...
| Publicado en: | Journal of Genetic Psychology Vol. 167; no. 1; pp. 31 - 46 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
March 2006
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510542536&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510542536 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00221325 GNP jtl: Journal of Genetic Psychology issn: 00221325 maglogo: N pubinfo: dt: March 2006 vid: 167 iid: 1 pid: 58221 pub: Taylor & Francis Ltd artinfo: ui: 510542536 10.3200/GNTP.167.1.31-45 ppf: 31 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 2.5MB tig: atl: Mathematics Beliefs and Achievement of Elementary School Students in Japan and the United States: Results From the Third International Mathematics and Science Study. aug: au: House, J. Daniel su: Academic achievement Mathematics Self-perception School children United States Japan sug: subj: United States Japan Academic achievement Mathematics Self-perception School children ab: Student self-beliefs are significantly related to several types of academic achievement. In addition, results from international assessments have indicated that students in Japan have typically scored above international averages (D. L. Kelly, I. V. S. Mullis, & M. 0. Martin, 2000). In this study, the author examined relationships between mathematics beliefs and achievement of elementary school-aged students in the United States and Japan. The students had participated in the Third International Mathematics and Science Study (TIMSS; A. E. Beaton et al., 1996). The author examined several self-beliefs and used variance estimation techniques for complex sampling designs. The author identified a number of significant relationships between self-beliefs and mathematics achievement. Students who attributed success in mathematics to controllable factors (e.g., hard work, studying at home) showed higher test scores whereas students who attributed success in mathematics at school to external factors (e.g., good luck) tended to earn lower mathematics test scores. These results extend the findings of previous research results because the author examined large national samples of students in cross-cultural settings as part of a comprehensive international assessment. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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