Student Engagement and Mathematics Achievement: Unraveling Main and Interactive Effects

Autor/inn/en	Fung, Francis; Tan, Cheng Yong; Chen, Gaowei
Titel	Student Engagement and Mathematics Achievement: Unraveling Main and Interactive Effects
Quelle	In: Psychology in the Schools, 55 (2018) 7, S.815-831 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tan, Cheng Yong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22139
Schlagwörter	Learner Engagement; Mathematics Achievement; Secondary School Students; Secondary School Mathematics; Secondary Schools; Achievement Tests; Foreign Countries; International Assessment; Mathematics Activities; Problem Solving; Academic Achievement; Comparative Analysis; Holistic Approach; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Sekundarschule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Problemlösen; Schulleistung; Holistischer Ansatz
Abstract	The present study explored the relationships between student engagement and mathematics achievement for 295,416 15-year-old students from 11,767 secondary schools in 34 countries who participated in the Program for International Student Assessment (PISA) 2012. Affective engagement was measured by students' mathematics interest (InterestMath) and perceived usefulness of schooling (PerceptionSch), behavioral engagement by behaviors facilitating mathematics learning (BehaviorMath) and participation in mathematics learning activities (ActivitiesMath), and cognitive engagement by openness (Openness) and perseverance (Perseverance) in problem-solving. Results showed that students who were more engaged had higher levels of academic achievement, with cognitive engagement having the strongest association with achievement. Results also showed that students who were highly engaged in two domains had higher achievement levels than peers who were engaged in only one domain in six pairwise comparisons (InterestMath-BehaviorMath, InterestMath-Openness, InterestMath-Perseverance, PerceptionSch-BehaviorMath, PerceptionSch-Openness, PerceptionSch-Perseverance). These results highlighted the importance of a whole-school based approach in enhancing student achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01