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Autor/inn/enRandel, Bruce; Stevenson, Harold W.; Witruk, Evelin
TitelAttitudes, beliefs, and mathematics achievement of German and Japanese high school students.
QuelleIn: International journal of behavioral development, 24 (2000) 2, S. 190-198Infoseite zur ZeitschriftVerfügbarkeit 
BeigabenLiteraturangaben 18; Tabellen 6; Grafiken 4
Spracheenglisch; englische Zusammenfassung
Dokumenttypgedruckt; Zeitschriftenaufsatz
ISSN0165-0254
SchlagwörterEmpirische Untersuchung; Attribution; Einstellung (Psy); Erwartung; Leistungsfähigkeit; Selbsteinschätzung; Vorstellung (Psy); Kultureinfluss; Schüler; Schülerleistung; Mathematik; Mathematikunterricht; Interkultureller Vergleich; Internationaler Vergleich; Leistung; Deutschland; Japan
AbstractA total of 1487 eleventh grade students in Leipzig (Germany) and Sendai (Japan) were given a test of basic concepts and operations in high school mathematics and a questionnaire involving beliefs, attitudes, and practices related to mathematics, their own abilities, and their psychological adjustment. Large differences were found between the two countries in the students' performance. The lower scores of the German students are attributed to three major areas of difference. Compared to Japanese students, German students were less critical of themselves and their academic ability, held lower standards for their performance, and were less likely to attribute excellence in performance to studying.... Boys obtained higher scores on the mathematics test than girls, were more likely to spend more time studying mathematics, and placed more importance on going to college than did girls. The poor performance of the German students appears to be attributable to the same kinds of beliefs and attitudes as those found in prior studies of US students, who also have received low scores on tests of mathematics achievement. (DIPF/ orig.).
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update2001_(CD)
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