The Effects of Resilience in Learning Variables on Mathematical Literacy Performance: A Study of Learning Characteristics of the Academic Resilient and Advantaged Low Achievers in Shanghai, Singapore, Hong Kong, Taiwan and Korea

Autor/in	Cheung, Kwok-Cheung
Titel	The Effects of Resilience in Learning Variables on Mathematical Literacy Performance: A Study of Learning Characteristics of the Academic Resilient and Advantaged Low Achievers in Shanghai, Singapore, Hong Kong, Taiwan and Korea
Quelle	In: Educational Psychology, 37 (2017) 8, S.965-982 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2016.1194372
Schlagwörter	Resilience (Psychology); Learning; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Numeracy; Self Efficacy; Mathematics Instruction; Mathematical Concepts; Self Concept; Advantaged; High Achievement; Low Achievement; Disadvantaged Youth; Grade Repetition; Regression (Statistics); China (Shanghai); Singapore; Hong Kong; Taiwan; South Korea; Asia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Lernen; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Rechenkompetenz; Self-efficacy; Selbstwirksamkeit; Mathematics lessons; Mathematikunterricht; Selbstkonzept; Unterdurchschnittliche Leistung; Benachteiligter Jugendlicher; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Regression; Regressionsanalyse; Singapur; Hongkong; Korea; Republik; Asien
Abstract	Many students from disadvantaged homes participating in Programme for International Student Assessment (PISA) 2012 were classified as academic resilient (called "disadvantaged high achiever", the DHA in this study). In comparison with peers of comparable home background status, there were also students from advantaged homes performing far behind standard in mathematical literacy performance (called "advantaged low achiever", the ALA). Drawing data from the PISA 2012, this study sought to examine the similarities and differences in learning mathematics characteristics (ie gender, family and academic background, and resilience in learning variables) amongst students of the top five high-performing Asian economies, ie Shanghai, Singapore, Hong Kong, Taiwan and Korea. The results of the logistic regression analyses showed that variables like family and academic background, as well as resilience in learning mathematics variables (eg "familiarity with mathematical concept," "mathematics self-efficacy," "mathematics self-concept" and "mathematics anxiety") are able to predict whether a student of comparable disadvantaged (or advantaged) home background is more likely to be classified as DHA (or ALA) or not. The findings are important to shed light on the principles and methods of mathematics education so as to help the low achievers, whether advantaged or disadvantaged, to advance to higher level of mathematical literacy attainment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01