Family Income, Home Environment, Parenting, and Mathematics Achievement of Children in China and the United States

By M. Tsui. 2005

66 citations recorded by the source corpus.

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Values and variables: Mathematics education in high-performing countries (2010, background): “Or the success of Chinese pupils in the light of the impact of the one child per family policy in raising parental expectations and child obligations, and Chinese teachers’ understanding of these expectations and obligations, being themselves in the same position (Tsui, 2005).”
An Investigation of Factors Affecting Gender Differences in Standardized Math Performance: Results from U.S. and Hong Kong 15 Year Olds (2009, background): “China’s universal success standards, rigorous national curriculum, and the equal expectations for both boys and girls are important determinants of the equal gender performance (Tsui, 2005; Tsui & Rich, 2002).”
Gender and Mathematics Achievement in China and the United States (2007, background): “The findings about these issues were published in 2002 and 2005 respectively [33, 32].”
The Relation Between Family Socioeconomic Status and Academic Achievement in China: A Meta-analysis (2019, background): “Different indicators of SES may have different effects on academic achievement (Chiu and Zeng 2008; Davis-Kean 2005; Englund et al. 2004; Jimerson et al. 1999; Tsui 2005).”