Value Orientations in Relation to Mathematical Self-Esteem: An Exploratory Study of Their Role in Mathematical Achievement among German, Israeli, and Canadian 14-Year-Olds

Autor/in	Boehnke, Klaus
Titel	Value Orientations in Relation to Mathematical Self-Esteem: An Exploratory Study of Their Role in Mathematical Achievement among German, Israeli, and Canadian 14-Year-Olds
Quelle	In: European Journal of Psychology of Education, 20 (2005) 3, S.227-241 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
Schlagwörter	Role; Foreign Countries; Comparative Analysis; Structural Equation Models; Effect Size; Academic Achievement; Mathematics Achievement; Grades (Scholastic); Self Esteem; Hypothesis Testing; Tests; Scores; Secondary School Students; Values; Goal Orientation; Canada; Germany; Israel + Suchen Sie Ihr Suchwort? Rollen; Ausland; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Notenspiegel; Self-esteem; Selbstaufmerksamkeit; Hypothesenprüfung; Hypothesentest; Examination; Prüfung; Examen; Sekundarschüler; Wertbegriff; Zielorientierung; Zielvorstellung; Kanada; Deutschland
Abstract	The present paper offers an exploration of the role achievement values play in the generation of mathematical achievement as measured in school grades and test scores. Based on a comparative study of 1665 German, Israeli, and Canadian 14-year-olds two hypotheses are tested. First, it is assumed that achievement value preferences have a dual role in the generation of high academic performance. On the one hand, they are assumed to facilitate a high achievement-related self-esteem, which itself is a strong covariate of good academic performance. On the other hand, they are expected to sensitize for achievement pressure front parents, which in turn increases anxiety, and henceforth lowers the achievement-related self-esteem. Secondly, it is assumed that one will find cross-cultural variation in the strength of the two postulated effects. The "positive" role of achievement values is assumed to be stronger in cultures with a more positive view on achievement (Canada, Israel), whereas the "negative" role is assumed to he stronger in cultures with a less positive view on achievement (Germany). Hypotheses were tested in a structural equation modeling frame, and are essentially confirmed. Effect sizes are, however, low, and confirmation pertains almost exclusively to grades, not to test scores as measures of mathematical abilities. (Contains 3 tables, 2 figures and 7 notes.) (Author).
Anmerkungen	Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10