Modeling Achievement in Mathematics: The Role of Learner and Learning Environment Characteristics

Autor/inn/en	Nasser-Abu Alhija, Fadia; Amasha, Marcel
Titel	Modeling Achievement in Mathematics: The Role of Learner and Learning Environment Characteristics
Quelle	In: Educational Research and Evaluation, 18 (2012) 1, S.5-35 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2011.640862
Schlagwörter	Learning Theories; Socialization; Mothers; Self Efficacy; Mathematics Achievement; Goal Orientation; Foreign Countries; Grade 8; Educational Environment; Males; Models; Females; Structural Equation Models; Israel + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Socialisation; Sozialisation; Mother; Mutter; Self-efficacy; Selbstwirksamkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Zielorientierung; Zielvorstellung; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Male; Männliches Geschlecht; Analogiemodell; Weibliches Geschlecht
Abstract	This study examined a structural model of mathematics achievement among Druze 8th graders in Israel. The model integrates 2 psychosocial theories: goal theory and social learning theory. Variables in the model included gender, father's and mother's education, classroom mastery and performance goal orientation, mathematics self-efficacy and self-regulated learning, mastery and performance goals, and mathematics achievement. Data on learner and learning environment variables and achievement in mathematics were collected from 273 boys and girls. Results indicate appropriate fit of the model for the entire sample. Invariance analysis across gender indicated that only 2 of the 11 path coefficients, mother's education on mathematics achievement and classroom mastery goal orientation on self-regulation, were not invariant across gender. The same pattern of relationships accounted for different amounts of variance in mathematics achievement for boys and girls. (Contains 4 figures and 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10