A Holistic Model to Infer Mathematics Performance: The Interrelated Impact of Student, Family and School Context Variables

Autor/inn/en	Zhao, Ningning; Valcke, Martin; Desoete, Annemie; Zhu, Chang; Sang, Guoyuan; Verhaeghe, JeanPierre
Titel	A Holistic Model to Infer Mathematics Performance: The Interrelated Impact of Student, Family and School Context Variables
Quelle	In: Scandinavian Journal of Educational Research, 58 (2014) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2012.696210
Schlagwörter	Foreign Countries; Mathematics Achievement; Predictor Variables; Elementary School Students; Elementary School Teachers; Path Analysis; Student Characteristics; Influences; Age Differences; Gender Differences; Metacognition; Self Efficacy; Parent Background; Educational Attainment; Teacher Background; Teacher Attitudes; Beliefs; Economic Climate; Holistic Approach; Models; Correlation; China + Suchen Sie Ihr Suchwort? Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Prädiktor; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pfadanalyse; Influence; Einfluss; Einflussfaktor; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Self-efficacy; Selbstwirksamkeit; Elternhaus; Bildungsabschluss; Bildungsgut; Lehrerverhalten; Belief; Glaube; Wirtschaftslage; Holistischer Ansatz; Analogiemodell; Korrelation
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10