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ERIC Number: EJ824645
Record Type: Journal
Publication Date: 2008
Pages: 21
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0950-0790
An Alternative Interpretation of the Relationship between Self-Concept and Mathematics Achievement: Comparison of Chinese and US Students as a Context
Wang, Jian; Lin, Emily
Evaluation and Research in Education, v21 n3 p154-174 2008
The paradoxical findings about students' mathematics self-concept and academic achievement shown in international and comparative studies prompt this exploration of the function and development of mathematics self-concept. That is, when examining data within individual countries, a positive relationship exists between students' self-concept and achievement in mathematics while a negative relationship emerges in cross-country comparisons. This challenges the popular and commonly held assumption among North American teachers who generally believe that self-concept predicts student achievement and thus, the improvement of students' self-concept in mathematics leads to higher mathematics achievement. Using comparative studies of Chinese and US student mathematics learning, this study further analyses the inadequacy of existing theories and then seeks to explain the relationship between self-concept and achievement in mathematics using an alternative interpretation.
Multilingual Matters. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; United States