ERIC Number: EJ1159704
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: N/A
Cross-Lagged Cross-Subject Bidirectional Predictions among Achievements in Mathematics, English Language and Chinese Language of School Children
Educational Psychology, v37 n10 p1259-1280 2017
This study aimed to explore the cross-lagged association of achievements in mathematics and languages. While the effect of language on achievements in mathematics is well-documented, few studies have examined the reciprocal relationships among mathematics, the Chinese language and the English language in the same study. This study conducted a secondary analysis of longitudinal achievement data collected through the Territory-wide System Assessment (TSA) in Hong Kong. The sample comprised 48,547 third-grade, unbalanced bilingual students who were measured three times over six years: in 2007 (in Grade 3), 2010 (Grade 6) and 2013 (Grade 9). Multilevel cross-lagged analysis found prior achievement in a subject was the strongest predictor of achievement in that subject three years later. Furthermore, cross-subject bidirectional prediction was found among achievements in mathematics, Chinese language and English language for students from Grade 3 to Grade 6 and from Grade 6 to Grade 9.
Descriptors: Prediction, Mathematics Achievement, Bilingualism, Elementary School Students, Chinese, Longitudinal Studies, Correlation, Foreign Countries, English (Second Language), Second Language Learning, Language Proficiency, Grade 3, Grade 6, Secondary School Students, Gender Differences, Language of Instruction, Language Tests, Mathematics Tests, Statistical Analysis, Hierarchical Linear Modeling, Structural Equation Models
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A