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ERIC Number: EJ953419
Record Type: Journal
Publication Date: 2012
Pages: 31
Abstractor: As Provided
Reference Count: 116
ISBN: N/A
ISSN: ISSN-1380-3611
Modeling Achievement in Mathematics: The Role of Learner and Learning Environment Characteristics
Nasser-Abu Alhija, Fadia; Amasha, Marcel
Educational Research and Evaluation, v18 n1 p5-35 2012
This study examined a structural model of mathematics achievement among Druze 8th graders in Israel. The model integrates 2 psychosocial theories: goal theory and social learning theory. Variables in the model included gender, father's and mother's education, classroom mastery and performance goal orientation, mathematics self-efficacy and self-regulated learning, mastery and performance goals, and mathematics achievement. Data on learner and learning environment variables and achievement in mathematics were collected from 273 boys and girls. Results indicate appropriate fit of the model for the entire sample. Invariance analysis across gender indicated that only 2 of the 11 path coefficients, mother's education on mathematics achievement and classroom mastery goal orientation on self-regulation, were not invariant across gender. The same pattern of relationships accounted for different amounts of variance in mathematics achievement for boys and girls. (Contains 4 figures and 8 tables.)
Routledge. 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: Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel