A Latent Growth Moderated Mediation Model of Math Achievement and Postsecondary Attainment: Focusing on Context-Invariant Predictors

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Autor/inn/en	Guglielmi, R. Sergio; Brekke, Nancy
Titel	A Latent Growth Moderated Mediation Model of Math Achievement and Postsecondary Attainment: Focusing on Context-Invariant Predictors
Quelle	In: Journal of Educational Psychology, 110 (2018) 5, S.683-708 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000238
Schlagwörter	Mathematics Achievement; Educational Attainment; Postsecondary Education; Predictor Variables; Growth Models; Context Effect; Racial Differences; Longitudinal Studies; International Assessment; Achievement Tests; Foreign Countries; Secondary School Students; Academic Aspiration; Parent Aspiration; Asian American Students; Mexican Americans; Hispanic American Students; White Students; Self Concept; Work Ethic; Comparative Analysis; United States; Mexico; Hong Kong; Japan; South Korea; China (Shanghai); Taiwan (Taipei); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bildungsabschluss; Bildungsgut; Post-secondary education; Tertiäre Bildung; Prädiktor; Rassenunterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Elternwille; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Hispanoamerikaner; Hispanic; Hispanic Americans; Selbstkonzept; Arbeitsethos; Mexiko; Hongkong; Korea; Republik
Abstract	Math proficiency is a strong predictor of postsecondary attainment, yet cross-national comparative assessments show that U.S. students consistently score below many of their peers, especially those in East Asia. Similar math achievement disparities exist across ethnic/racial groups within the U.S., where Asian American students routinely outperform their White and Hispanic counterparts. The stability of math achievement rankings within and across countries suggests that several predictors are transportable and context-invariant, as they forecast math achievement even following striking shifts in contextual characteristics, such as country of residence, language, or school system. We evaluated a multiple mediator model of math achievement and postsecondary attainment that incorporates several of these predictors, using cross-sectional international data (PISA-2012) and longitudinal U.S. data (NELS and ELS). In all samples and data sets, the model explained substantial portions of the variance in educational outcomes. Parents' educational aspirations for their children were strongly associated with students' own aspirations which, in turn, were powerful predictors of math achievement and postsecondary attainment--both directly, and through their influence on important mediators such as math self-perception. Longitudinal relations identified in an older national dataset (NELS) were generally cross-validated in ELS. Moreover, in both data sets, construct relations were found to be largely invariant across racial/ethnic groups. Although additional research is needed to clarify the mechanisms underlying group disparities, the outstanding fit of the model (across samples and data sets) provides the empirical foundation for educational interventions that are likely to help all students, regardless of their ethnicity or national origin. Educational Impact and Implications Statement: U.S. students' math skills trail those of many of their international peers, particularly those from East Asia. Within the U.S., there are similar gaps in math achievement: the highest scoring groups are East Asian Americans, followed by non-Hispanic Whites, and then Hispanics. To determine whether the same factors explain both between-country and within-country gaps in math achievement, we analyzed data from 3 large-scale educational assessments, first comparing students from different countries (5 East Asian countries, the U.S., and Mexico) and then comparing various subgroups within the U.S. (Asian, Mexican, and non-Hispanic White American). Although the results do not explain why some groups consistently outperform others, they do reveal that some key psychological variables are associated with math proficiency and postsecondary educational attainment across all the countries and subgroups: students whose parents have high academic aspirations for their children tend to have high aspirations themselves, believe that effort pays off, and have positive perceptions of their own math skills, which then predict improvement in math achievement and, through it, postsecondary attainment. Previous research suggests that these variables are modifiable by teachers and school systems. Thus, our findings, if confirmed by future intervention experiments, should help inform policy and practice, as educators seek evidence-based strategies for improving the math achievement and postsecondary attainment of all students. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01