Cross-Lagged Cross-Subject Bidirectional Predictions among Achievements in Mathematics, English Language and Chinese Language of School Children

Autor/inn/en	Mok, Magdalena Mo Ching; Zhu, Jinxin; Law, Cecilia Lai Kwan
Titel	Cross-Lagged Cross-Subject Bidirectional Predictions among Achievements in Mathematics, English Language and Chinese Language of School Children
Quelle	In: Educational Psychology, 37 (2017) 10, S.1259-1280 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mok, Magdalena Mo Ching) ORCID (Zhu, Jinxin) ORCID (Law, Cecilia Lai Kwan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2017.1334875
Schlagwörter	Prediction; Mathematics Achievement; Bilingualism; Elementary School Students; Chinese; Longitudinal Studies; Correlation; Foreign Countries; English (Second Language); Second Language Learning; Language Proficiency; Grade 3; Grade 6; Secondary School Students; Gender Differences; Language of Instruction; Language Tests; Mathematics Tests; Statistical Analysis; Hierarchical Linear Modeling; Structural Equation Models; Hong Kong + Suchen Sie Ihr Suchwort? Vorhersage; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bilingualismus; China; Chinesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; School year 03; 3. Schuljahr; Schuljahr 03; School year 06; 6. Schuljahr; Schuljahr 06; Sekundarschüler; Geschlechterkonflikt; Teaching language; Unterrichtssprache; Language test; Sprachtest; Statistische Analyse; Hongkong
Abstract	This study aimed to explore the cross-lagged association of achievements in mathematics and languages. While the effect of language on achievements in mathematics is well-documented, few studies have examined the reciprocal relationships among mathematics, the Chinese language and the English language in the same study. This study conducted a secondary analysis of longitudinal achievement data collected through the Territory-wide System Assessment (TSA) in Hong Kong. The sample comprised 48,547 third-grade, unbalanced bilingual students who were measured three times over six years: in 2007 (in Grade 3), 2010 (Grade 6) and 2013 (Grade 9). Multilevel cross-lagged analysis found prior achievement in a subject was the strongest predictor of achievement in that subject three years later. Furthermore, cross-subject bidirectional prediction was found among achievements in mathematics, Chinese language and English language for students from Grade 3 to Grade 6 and from Grade 6 to Grade 9. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01