Assessing Expectancy and Value Beliefs in Mathematics: Measurement Invariance and Latent Mean Differences across Two Ethnic Cultures

Autor/inn/en	Kang, Xia; Leung, Frederick K. S.
Titel	Assessing Expectancy and Value Beliefs in Mathematics: Measurement Invariance and Latent Mean Differences across Two Ethnic Cultures
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 7, S.1985-2004 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leung, Frederick K. S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10330-1
Schlagwörter	Mathematics Achievement; Ethnic Groups; Foreign Countries; Student Motivation; Cultural Background; Secondary School Students; Expectation; Beliefs; China + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ethnie; Ausland; Schulische Motivation; Sekundarschüler; Expectancy; Erwartung; Belief; Glaube
Abstract	Expectancy-value theory of achievement motivation has attracted the interest of many researchers over the last four decades. However, little research has discussed the situative and culturally focused aspects of this theory. The present study aims to validate a Chinese version of the expectancy value scale (EVS) and compare mathematics achievement motivation between Dai and Han ethnic groups to illustrate the influence of cultural background on students' developing expectancy and task value. Seven hundred ninety-seven Dai and Han secondary school students from Xishuangbanna, China, participated in this study. Confirmatory factor analyses and multi-group analyses were used to examine the validity of the EVS and measurement invariance across Dai and Han groups, respectively. Results indicated that the EVS possessed sufficient psychometric properties and measurement invariance across Dai and Han groups. Besides, there was no significant difference in mathematics expectancy between these two groups, while the task values of Dai students were significantly lower than those of Han students. Possible cultural explanations for the results and the implications for school practitioners are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01