ERIC Number: EJ1121512
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1913-9020
EISSN: N/A
Universal Beliefs and Specific Practices: Students' Math Self-Efficacy and Related Factors in the United States and China
Wu, Yin
International Education Studies, v9 n12 p61-74 2016
This study intends to compare and contrast student and school factors that are associated with students' mathematics self-efficacy in the United States and China. Using hierarchical linear regressions to analyze the Programme for International Student Assessment (PISA) 2012 data, this study compares math self-efficacy, achievement, and variables such as math teacher support and socioeconomic status (SES) between 15-year-old students in the U.S. and in Shanghai, China. The findings suggest that on average, students from Shanghai showed higher math self-efficacy and better achievement than those of American students. However, at the student level, similar positive relationships between math teacher support and math self-efficacy and between SES and math self-efficacy were found in both locations. That is, in the U.S. and Shanghai, an increase in math teacher support predicts an increase in math self-efficacy, also higher SES is significantly associated with higher math self-efficacy. In addition, at the school level, the smaller difference in American students' math self-efficacy between higher SES school and lower SES school indicates that the U.S. is more equitable between schools than Shanghai, China in terms of students' math self-efficacy. Implications from this study indicate that improving teacher support in math class and narrowing the gap in students' self-efficacy related to school-level SES is a significant issue for the U.S. and Shanghai, China respectively.
Descriptors: Mathematics Achievement, Self Efficacy, Mathematics Instruction, Socioeconomic Status, Hierarchical Linear Modeling, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Cross Cultural Studies, North Americans, Asians, Mathematics Teachers, Teacher Student Relationship, Prediction, Correlation, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China (Shanghai); United States
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A