Examining the Factors Influencing Mathematics Academic Achievement in Mainland China: A Multilevel Analysis

Autor/in	Xu, Zhuzhu
Titel	Examining the Factors Influencing Mathematics Academic Achievement in Mainland China: A Multilevel Analysis
Quelle	In: Oxford Review of Education, 49 (2023) 3, S.390-407 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Zhuzhu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2022.2091537
Schlagwörter	Foreign Countries; Grade 8; Mathematics Achievement; Junior High School Students; Geographic Regions; Gender Differences; Family Structure; Rural Urban Differences; Student Characteristics; Background; Mathematics Anxiety; Self Efficacy; Institutional Characteristics; Student Interests; Teacher Student Relationship; Migrant Workers; China + Suchen Sie Ihr Suchwort? Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Geschlechterkonflikt; Familienkonstellation; Familiensystem; Stadt-Land-Beziehung; Hintergrundinformation; Self-efficacy; Selbstwirksamkeit; Studieninteresse; Teacher student relationships; Lehrer-Schüler-Beziehung; Wanderarbeiter
Abstract	This study used large-scale regional monitoring data of eighth-grade mathematics students at the compulsory education stage from various areas of mainland China. It extracted a total of 156,661 students and 4,676 junior high school mathematics teachers from 146 districts and counties located in six regions (provinces or cities). The study analysed academic achievement in mathematics in these areas and established a hierarchical linear model to explore the factors affecting academic achievement at different levels. The results are as follows: (1) approximately 94% of eighth-grade students reached the level C academic benchmark - students in East China had the highest compliance rate with this level, followed by those in North, South, and Central China; (2) girls, non-leftover students, and children without siblings performed better, and urban students performed significantly better than county and rural students; (3) approximately 34% of students' mathematics academic performance came from inter-school variability - regional background had a greater impact on mathematics than did teaching factors, while urban and rural background had the least impact. In contrast, the influence of individual characteristic variables was higher than that of student background variables, including a greater positive effect of self-efficacy and a greater negative effect of mathematics anxiety. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01