The Relationship between Self-Concept and Achievement in TIMSS 2007: A Comparison between American and Japanese Students

Autor/in	Yoshino, Asako
Titel	The Relationship between Self-Concept and Achievement in TIMSS 2007: A Comparison between American and Japanese Students
Quelle	In: International Review of Education, 58 (2012) 2, S.199-219 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-012-9283-7
Schlagwörter	Student Attitudes; Foreign Countries; Self Concept; Achievement; Comparative Analysis; Grade 8; Educational Attainment; Parent Background; Books; Scores; Mathematics Instruction; Mathematics Education; Mothers; Fathers; Mathematics Achievement; Japan; United States; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Schülerverhalten; Ausland; Selbstkonzept; Performance; Leistung; School year 08; 8. Schuljahr; Schuljahr 08; Bildungsabschluss; Bildungsgut; Elternhaus; Book; Buch; Monographie; Monografie; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Mother; Mutter; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; USA
Abstract	The purpose of this research was to investigate the relationship between eighth-grade students' maths-related self-concepts and their achievements in the Trends in International Mathematics and Science Study (TIMSS) 2007. The students' maths self-concept was compared with other variables, namely their mothers' education, their fathers' education and the amount of books held in the students' households. To investigate the potential role of culture, a comparison between American and Japanese students' scores was also included. The findings demonstrated that students' maths self-concept was positively associated with their achievement both in the United States and Japan, but Japanese students, while having higher achievement, had a lower maths self-concept than American students. Maternal education, paternal education and the number of books at home were also found to be positively related to achievement. Examining standardised coefficients, the study confirmed a strong interaction between maths self-concept and country, as well as a positive connection between maths self-concept as such (irrespective of the country) with maths achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10