ERIC Number: ED444182
Record Type: Non-Journal
Publication Date: 1999-Nov-29
Reference Count: N/A
An International Comparison of Students' Maths- and English-Related Perceptions through High School Using Hierarchical Linear Modelling.
Watt, Helen M. G.; Eccles, Jacquelynne S.
This large-scale international comparative study addresses changes in students' math- and English-related self-concept of ability, subjective task-value and interest. Australian (N=1,323) and American (N=651) students are from two separate studies with similar designs and samples, in three cohorts spanning grades 7 to 11 in Australia and 7 to 12 in the United States. Hierarchical linear models are derived modelling gender effects over time and also cohort effects where required. Gender effects appear in the expected direction for all Australian variables excepting subjective task-value of maths, where no gender effects are evident. In America gender effects appear only for self-concept of ability in maths, but are evident for all English perceptions. Overall, declines in student perceptions are infrequent, occurring more for maths than for English, with most perceptions becoming increasingly positive through high school. Growth trajectories are interpreted in light of contextual school and wider sociocultural factors. (Contains 37 references, 2 notes, 5 tables, and 6 figures of data.) (Author/RS)
Descriptors: Comparative Analysis, English Curriculum, Foreign Countries, Mathematical Aptitude, Mathematics Achievement, Models, Secondary Education, Self Concept, Sex Differences, Student Attitudes
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; United States