NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Wu, Yi-Jhen; Carstensen, Claus H.; Lee, Jihyun – Educational Psychology, 2020
This study examined learning strategy use in mathematics among East Asian students in East Asian educational systems. By employing latent class analysis on the Programme for International Student Assessment (PISA) 2012 data, we found four classes of learning strategy types, namely memorization with metacognitive strategies (17.49%), metacognitive…
Descriptors: Memorization, Learning Strategies, Achievement Tests, International Assessment
Peer reviewed Peer reviewed
Direct linkDirect link
Luo, Wenshu; Liem, Gregory Arief D.; Lee, Kerry – Educational Psychology, 2019
This study investigated the interaction between self-efficacy and implicit beliefs of ability in their association with maladaptive learning in mathematics. The analysis was based on a large sample of 2538 Singapore Secondary 2 students (M[subscript age] = 13.75), who took measures of entity beliefs of ability, self-efficacy, and three maladaptive…
Descriptors: Foreign Countries, Self Concept, Self Esteem, Self Efficacy
Peer reviewed Peer reviewed
Direct linkDirect link
Ker, H. W. – Educational Psychology, 2016
Reports from the Trends in International Mathematics and Science Study (TIMSS) consistently show that there is a substantial gap in average mathematics achievement between Singapore and the USA. This study conducts an exploratory comparative investigation on the multilevel factors influencing the mathematics achievement of students from these two…
Descriptors: Foreign Countries, Mathematics Achievement, International Assessment, Mathematics Tests
Peer reviewed Peer reviewed
Direct linkDirect link
Lim, Siew Yee; Chapman, Elaine – Educational Psychology, 2015
Past studies have shown that distinct yet highly correlated sub-constructs of three broad mathematics affective variables: (a) motivation, (b) attitudes and (c) anxiety, have varying degree of correlation with mathematics achievement. The sub-constructs of these three affective constructs are as follows: (a) (i) amotivation, (ii) external…
Descriptors: Foreign Countries, Mathematics Achievement, Motivation, Mathematics Anxiety
Peer reviewed Peer reviewed
Direct linkDirect link
Stankov, Lazar; Morony, Suzanne; Lee, Yim Ping – Educational Psychology, 2014
Recent efforts to identify non-cognitive predictors of academic achievement and school success have largely focused on self-constructs such as self-efficacy, self-concept and anxiety that are measured with respect to a specific domain (e.g. mathematics). We extend the measurement of the non-cognitive realm in education to incorporate both social…
Descriptors: Predictor Variables, Academic Achievement, Self Concept, Self Efficacy
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Kerry; Ning, Flora; Goh, Hui Chin – Educational Psychology, 2014
Although the effects of achievement goals and working memory on academic performance are well established, it is not clear whether they jointly affect academic performance. Children from Primary 4 and 6 (N = 608) were administered (a) measures of working memory and updating from the automated working memory battery and a running span task, (b)…
Descriptors: Mathematics Tests, Mathematics Achievement, Mastery Learning, Goal Orientation
Peer reviewed Peer reviewed
Direct linkDirect link
Luo, Wenshu; Lee, Kerry; Ng, Pak Tee; Ong, Joanne Xiao Wei – Educational Psychology, 2014
This study investigated the relationships of students' incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom…
Descriptors: Academic Achievement, Academic Ability, Mathematics Achievement, Correlation