The paradoxical relationship between student achievement and self-perception: a cross-national analysis based on three waves of TIMSS data

By Ce Shen, Hak-Ping Tam. 2008

112 citations recorded by the source corpus.

Subfields: Computer Science Applications, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/2eed386e4e28a6d8f5bc9caf457c393fd69afe95

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In Computer Science Applications

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

The Influence of Socioeconomic Status, Self-Efficacy, and Anxiety on Mathematics Achievement in England, Greece, Hong Kong, the Netherlands, Turkey, and the USA (2015, background): “…explained this association by stating that lower performing countries’ have that low expectations and low academic standards (Shen & Pedulla, 2000; Shen & Tam, 2008) whereas other researchers make a connection with countries’ cultural differences (Morony, et al., 2013; Stankov, 2010; Wilkins,…”
Factorial, Convergent, and Discriminant Validity of TIMSS Math and Science Motivation Measures: A Comparison of Arab and Anglo-Saxon Countries (2013, background): “…juxtaposed in many studies, particularly comparing the United States with Japan, China, and other East Asian countries and have demonstrated what has been referred to as paradoxical findings (e.g., Shen & Tam, 2006; also see Minkov, 2008; Stevenson, Chen, & Lee, 1993; Stevenson & Stigler, 1992).”
Factors Predicting Turkish and Korean Students' Science and Mathematics Achievement in TIMSS 2011. (2016, methodology): “…with the availability of student questionnaire data in TIMSS, relationships between students’ science and mathematics achievement scores and their motivation, self-efficacy, and attitudes towards these subjects have been examined nationally or cross-nationally (House, 2008; Shen & Tam, 2008).”
Success in English Medium Instruction in China: significant indicators and implications (2020, background): “For example, Shen and Tam (2008) found a positive relationship between participants’ self-perceptions and their academic achievement in Mathematics and Science.”
Assessment in mathematics education: responding to issues regarding methodology, policy, and equity (2018, background): “A study by Shen and Tam (2008) illustrates this scenario very well.”
The relationship between self-concept and achievement in TIMSS 2007: A comparison between American and Japanese students (2012, background): “Ce Shen and Hak Ping Tam (2008) also compared the individual and country levels to examine the relationship between academic self-concept and achievement.”
The Big-Fish-Little-Pond Effect in Mathematics (2014, background): “According to Shen and Pedulla (2000; also see Shen & Tam, 2008), this pattern may reflect “low academic expectations and standards in low performing countries and high academic expectations and standards in high performing countries” (p. 237).”