TY - JOUR

T1 - An alternative interpretation of the relationship between self-concept and mathematics achievement

T2 - Comparison of Chinese and US students as a context

AU - Wang, Jian

AU - Lin, Emily

PY - 2008/9

Y1 - 2008/9

N2 - The paradoxical findings about students’ mathematics self-concept and academic achievement shown in international and comparative studies prompt this exploration of the function and development of mathematics self-concept. That is, when examining data within individual countries, a positive relationship exists between students’ self-concept and achievement in mathematics while a negative relationship emerges in cross-country comparisons. This challenges the popular and commonly held assumption among North American teachers who generally believe that self-concept predicts student achievement and thus, the improvement of students’ self-concept in mathematics leads to higher mathematics achievement. Using comparative studies of Chinese and US student mathematics learning, this study further analyses the inadequacy of existing theories and then seeks to explain the relationship between self-concept and achievement in mathematics using an alternative interpretation.

AB - The paradoxical findings about students’ mathematics self-concept and academic achievement shown in international and comparative studies prompt this exploration of the function and development of mathematics self-concept. That is, when examining data within individual countries, a positive relationship exists between students’ self-concept and achievement in mathematics while a negative relationship emerges in cross-country comparisons. This challenges the popular and commonly held assumption among North American teachers who generally believe that self-concept predicts student achievement and thus, the improvement of students’ self-concept in mathematics leads to higher mathematics achievement. Using comparative studies of Chinese and US student mathematics learning, this study further analyses the inadequacy of existing theories and then seeks to explain the relationship between self-concept and achievement in mathematics using an alternative interpretation.

KW - Chinese learners

KW - Cultural differences

KW - Mathematics achievement

KW - Mathematics learning

KW - Self-concept

UR - http://www.scopus.com/inward/record.url?scp=77956510577&partnerID=8YFLogxK

U2 - 10.1080/09500790802485203

DO - 10.1080/09500790802485203

M3 - Article

AN - SCOPUS:77956510577

VL - 21

SP - 154

EP - 174

JO - Evaluation and Research in Education

JF - Evaluation and Research in Education

SN - 0950-0790

IS - 3

ER -