Universals and Specifics of Math Self-Concept, Math Self-Efficacy, and Math Anxiety across 41 PISA 2003 Participating Countries.

By Jihyun Lee. 2009

528 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0dd75d7f3e5e2aac9a89d11922872f0418619ae6

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In Education

In Experimental and Cognitive Psychology

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Citations in the corpus

The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data (2017, methodology): “While Lee (2009) found an average correlation of r=0.23 between self-concept and mathematics achievement, among 41 countries in PISA 2003, in the case of Greece, students’ mathematics self-concept appeared to have a stronger relationship with mathematics achievement than the international average…”
Exploring new dimensions of mathematics-related affect: embodied and social theories (2012, background): “On the other hand, some of the Western European countries such as Finland, the Netherlands, Liechtenstein, and Switzerland show ‘balanced’ outcomes, with high mathematics performance and low levels of mathematics anxiety (Lee 2009).”
Quest for the best non-cognitive predictor of academic achievement (2014, background): “Stankov, Morony, and Lee (2014) report correlations between cognitive measures and measures of (mal)adjustment.”
The Influence of Experiencing Success in Math on Math Anxiety, Perceived Math Competence, and Math Performance. (2013, background): “Perceived competence is related to constructs like self-efficacy and self-concept (Lee, 2009).”
Gender differences in academic self-efficacy: a meta-analysis (2013, background): “0044 Lee, J.-J. (2004). Taiwanese students’ scientific attitudes, environmental perceptions, selfefficacy, and achievement in microbiology courses.”
Social and Dimensional Comparisons in Math and Verbal Test Anxiety: Within- and Cross-domain Relations with Achievement and the Mediating Role of Academic Self-concept☆ (2017, background): “Correspondingly, a number of studies documented substantial cross-sectional and longitudinal relations between students’ academic self-concept and test anxiety within matching domains (e.g., Ahmed, Minnaert, Kuyper, & van der Werf, 2012; Frenzel et al., 2007a; Goetz et al., 2010; Gogol et al., 2017;”
Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics (2018, methodology): “In this study, we will focus on students' task interest and task-specific success expectancy,1 which are known to have both independent (Lee, 2009; Linnenbrink-Garcia et al., 2010) and joint effects (Niemivirta & Tapola, 2007) on task performance.”
Anxiety profiles and protective factors: A latent profile analysis in children (2018, background): “In a cross-cultural study examining 15 years-olds from 41 countries, Lee (2009) found that MA and math self-concept are inversely related to one another.”
Math Anxiety, Math Self-Concept, and Math Self-Efficacy in Adult Learners Compared to Traditional Undergraduate Students (2014, background): “Likewise, self-concept, a multifaceted and hierarchical construct that includes both general and specific perceptions an individual holds about him- or herself (Marsh & Shavelson, 1985), is negatively correlated with math anxiety (Lee, 2009).”
Unforgiving Confucian culture: A breeding ground for high academic achievement, test anxiety and self-doubt? (2010, background): “Recent cross-cultural studies of personality, social attitudes, values and social norms (see Stankov& Lee, 2008, 2009) and attempts todevelop scales of militant extremist mindset (Stankov, Saucier & Knežević, 2010) show Confucian Asians' stronger endorsement of statements that express toughness,…”
Tracking Effects Depend on Tracking Type (2013, background): “Studies show that self-efficacy is indeed a separate, empirically distinguishable construct from academic self-concept, even when studied within the same domain (Ferla, Valcke, & Cai, 2009; Lee, 2009).”
Do performance goals promote learning? A pattern analysis of Singapore students achievement goals (2011, result): “…same time, the findings are also congruent with international studies that found students in some East Asian countries achieved relatively higher scores but also demonstrated relatively higher anxiety and lower self-concept than students from Western countries (e.g., J. Lee, 2009; Wilkins, 2004).”
Self‐construal and students’ math self‐concept, anxiety and achievement: An examination of achievement goals as mediators (2014, background): “…sensitiveness to negative information (Heine, et al., 2001; Kitayama, et al., 1997) and relatively high anxiety as found in international studies (Lee, 2009; Wilkins, 2004) One important difference in the findings between interdependent and independent self- construal is that only independent…”