TY - JOUR
T1 - An Alternative Interpretation of the Relationship between Self-Concept and Mathematics Achievement: Comparison of Chinese and US Students as a Context
AU - Wang, Jian
AU - Lin, Emily
PY - 2008
Y1 - 2008
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.
U2 - 10.1080/09500790802485203
DO - 10.1080/09500790802485203
M3 - Article
SP - 154
EP - 174
JO - Evaluation and Research in Education
JF - Evaluation and Research in Education
SN - 0950-0790
ER -