Mathematics and Science Self-Concept: An International Investigation

By Jesse L. M. Wilkins. 2004

220 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/65e7fc67abe1a05d62f8cd5e553e613ece54d852

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Citations in the corpus

Do performance goals promote learning? A pattern analysis of Singapore students achievement goals (2011, background): “First, Singapore students achieve very high scores in mathematics and science on international examinations, such as the Third International Mathematics and Science Study (TIMSS) (e.g., Wilkins, 2004).”
The relationship between self-concept and achievement in TIMSS 2007: A comparison between American and Japanese students (2012, background): “Second, TIMSS designed a ‘‘two-stage stratified probability sampling’’ (Wilkins 2004, p. 333) to select schools and students, and the process of random sampling was carefully conducted.”
Factorial, Convergent, and Discriminant Validity of TIMSS Math and Science Motivation Measures: A Comparison of Arab and Anglo-Saxon Countries (2013, background): “…juxtaposition of self-concept and achievement is that achievement in the United States is only moderate (particularly in relation to many Asian countries), while U.S. self-concepts are above international averages (e.g., Shen, 2002; Shen & Tam, 2006; Stevenson, Chen, & Lee, 1993; Wilkins, 2004).”
The relationship between academic self-concept and achievement: A multicohort–multioccasion study (2013, result): “Students from East Asian countries have been found to have poorer mathematics self-concepts but higher standardized mathematics test scores compared to those in Western countries (Kung, 2009; Wilkins, 2004).”
An Analysis of Motivation Constructs with First‐Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans (2010, result): “This finding is consistent with other research that has documented that females report lower competence beliefs than males on tasks perceived as masculine (Meece, 1991), including mathematics and science (Wilkins, 2004) and scientific occupations (Matsui and Tsukamoto, 1991).”
Gender Segregation of Adolescent Science Career Plans in 50 Countries. (2012, background): “Yet, as students grow older, gender differences grow larger, whereas overall levels of science self-concept fall (George, 2000; Wilkins, 2004).”
Unforgiving Confucian culture: A breeding ground for high academic achievement, test anxiety and self-doubt? (2010, background): “In terms of mathematics performance as it was assessed by TIMSS 1995 (Wilkins, 2004), the same two world regions top the list of the ten most successful countries: a) Confucian Asian (Singapore, Japan, South Korea, and Hong Kong); and b) East and West Europe (Belgium [Flemish], Czech Republic, The N”
Self‐construal and students’ math self‐concept, anxiety and achievement: An examination of achievement goals as mediators (2014, background): “…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…”
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): “…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, 2004).”