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ERIC Number: EJ856448
Record Type: Journal
Publication Date: 2009
Pages: 23
Abstractor: As Provided
Reference Count: 68
ISSN: ISSN-1530-5058
An Investigation of Factors Affecting Gender Differences in Standardized Math Performance: Results from U.S. and Hong Kong 15 Year Olds
Liu, Ou Lydia
International Journal of Testing, v9 n3 p215-237 2009
Learning strategies and affective factors could have a profound impact on student standardized mathematics performance. This study investigated gender differences in affective factors, learning strategies, and preferred learning situations, and how these variables affect math achievement of 15 year olds in the United States and Hong Kong on the PISA 2003 assessment. Math self-efficacy was found to be the best predictor of math performance in both countries. A striking mismatch was identified between Hong Kong students' superior math performance and extremely low math self-concept and between U.S. students' high confidence and weak performance. In addition, U.S. students' interest in math was significantly negatively related to their math performance. Contrary to a widely reported finding that East Asian students emphasize memorization, U.S. students were found to heavily rely on memorization strategies, which was also a negative predictor of math achievement. (Contains 3 figures and 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong; United States
Identifiers - Assessments and Surveys: Program for International Student Assessment