A trend study of self-concept and mathematics achievement in a cross-cultural context

被引：9
作者：
Wang J. [1 ]
机构：
[1] Department of Advanced Educational Studies, California State University, Bakersfield, CA 93311-1099
来源：
Mathematics Education Research Journal | 2007年 / 19卷 / 3期
关键词：
Parental Education; Mathematics Achievement; Brain Drain; American Educational Research Association; Parental Education Level;
D O I：
10.1007/BF03217461
中图分类号：
学科分类号：
摘要：
The TIMSS 1995, 1999, and 2003 data have been gathered from Hong Kong before and after its sovereignty switch from the United Kingdom to China in 1997. Built on a reciprocal relation theory from the research literature, this investigation is designed to examine models of student self-concept and mathematics achievement during the political transition. Along with a perceived 'brain drain' from the population migration, there was a non-monotonic change in the reciprocal relationship between self-concept and mathematics achievement. In addition, indicators of mathematics achievement and self-concept have demonstrated different linkages to the permanent emigration of Hong Kong residents with valued or desirable skills and qualifications. Interpretation of these empirical findings entails a need of enhancing cross-cultural understanding in mathematics education.
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页码：33 / 47
页数：14
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