A Cross-Cultural Study of Mathematical Achievement: From the Perspectives of One's Motivation and Problem-Solving Style

Autor/inn/en	Chen, Szu-Yu; Lin, Su-Wei
Titel	A Cross-Cultural Study of Mathematical Achievement: From the Perspectives of One's Motivation and Problem-Solving Style
Quelle	In: International Journal of Science and Mathematics Education, 18 (2020) 6, S.1149-1167 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Su-Wei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-019-10011-6
Schlagwörter	Mathematics Achievement; Problem Solving; Cognitive Style; Student Motivation; Cultural Differences; Foreign Countries; Achievement Tests; Secondary School Students; International Assessment; Taiwan; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Problemlösen; Cognitive styles; Kognitiver Stil; Schulische Motivation; Kultureller Unterschied; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; USA
Abstract	Mathematical achievement is affected by many psychosocial variables. Motivation and problem-solving, for instance, are important correlates. Although psychosocial variables are susceptible to cultural influences, most of the prior studies are based on samples obtained from Western populations. This highlights the need for cross-cultural investigations into this topic. In light of this, the present study aims to explore students' mathematics achievement and its relation to motivation and problem-solving styles (approach-avoidance) via cross-cultural comparisons. The sample is composed of Taiwanese and American students derived from the Program for International Student Assessment 2012 dataset. The latent class analysis is utilized to explore the unobserved tendencies. Results show that to both research groups, similar latent subtypes are identified within research variables, suggesting that in spite of cultural differences, Taiwanese and Americans exhibit similar subtypes of motivation so as problem-solving styles (habits) in relation to mathematical learning or everyday challenges. Data further indicate that while two countries do not substantively differ on the percentages of students having intrinsic or combined motivations (intrinsic and extrinsic), more Americans are classified as having an extrinsic-oriented motivation and more Taiwanese are classified as having no motivation. Possible cultural factors associated with this phenomenon are discussed in the article. Interestingly, the correspondence analysis maps further reveal that, although two research variables both are important correlates, one's everyday problem-solving habits seem to be central to mathematical achievement comparing to learning motivations. This phenomenon is observed in both Taiwanese and American groups; its significance is worthy of further investigations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01