Learning Strategies as Moderators between Motivation and Mathematics Performance in East Asian Students: Latent Class Analysis

Autor/inn/en	Wu, Yi-Jhen; Chen, Yi-Hsin; Kiefer, Sarah M.; Carstensen, Claus H.
Titel	Learning Strategies as Moderators between Motivation and Mathematics Performance in East Asian Students: Latent Class Analysis
Quelle	In: SAGE Open, 11 (2021) 4, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Yi-Hsin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/21582440211061382
Schlagwörter	Learning Strategies; Learning Motivation; Mathematics Tests; Mathematics Achievement; Mathematics Instruction; Foreign Countries; Secondary School Students; Achievement Tests; International Assessment; Student Attitudes; Cross Cultural Studies; Asian Culture; Memorization; China (Shanghai); Singapore; Macau; Taiwan; Hong Kong; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Motivation for studies; Lernmotivation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Ausland; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schülerverhalten; Cultural comparison; Kulturvergleich; Gedächtnistraining; Singapur; Hongkong
Abstract	This study applied a three-step latent class analysis (LCA) approach to explore latent classes of learning strategy use and their moderation effects on the relationships between motivation and mathematics performance. The data of 15-year-old students from five East Asian educational systems related to Chinese culture in the Programme of International Student Assessment (PISA) in 2012 were analyzed. The findings indicated that Shanghai, Singapore, Taiwan, and Macau showed three latent classes of learning strategies, whereas Hong Kong had two latent classes. Most students in the five educational systems reported to use the control strategy, some students reported the use of combined learning strategies, and few students reported the use of memorization except for students in Shanghai. Furthermore, we found the moderation effects of learning strategy use on mathematics performance depended on the types of motivation and educational systems. This study provides insights into the advantages of a three-step LCA approach in educational research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01