Family and motivation effects on mathematics achievement: Analyses of students in 41 countries

By Ming Ming Chiu, Zeng Xihua. 2008

279 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/a60fdc352f59fed9881d1c5e792f3e263a142db3

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations : A multi-cohort study (2015, background): “Chiu and Xihua (2008) demonstrated that the effects of family characteristics on children's math achievement are stronger in individualistic and more affluent countries.”
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, background): “On the one hand, researchers have argued that extrinsically motivated students tend to focus only on performance outcomes, therefore they may be distracted from the learning process and as a consequence their achievement deteriorates (Chiu & Xihua, 2008; Corpus et al., 2009).”
The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions (2013, background): “Despite the lower levels of achievement observed among students from low socioeconomic areas, the relation between expectancy-value variables and achievement remains similar regardless of socioeconomic background (Ming and Xihua 2008; Schultz 1993).”
Predicting Achievement in Mathematics in Adolescent Students (2013, methodology): “…education, relative to those with lower education, e.g., parents’ involvement in teaching mathematics, buying educational supplies, modeling and supporting the child’s intellectual activities, promoting educational values (Chiu & Xihua, 2008; Huntsinger, Jose, Liaw, & Ching, 1997; Sirin, 2005).”
Motivation and Achievement of Middle School Mathematics Students (2017, background): “In a study of over 100,000 fifteen-year-olds in 41 countries, students from two-parent families, with no or few siblings, and with no grandparents living with them, tended to do better academically than other students without those characteristics (Chiu & Xihua, 2008).”
Mathematics Anxiety: What Have We Learned in 60 Years? (2016, background): “…status of individuals and the economic position of countries have a very large influence on mathematical participation and achievement (e.g., Chiu and Xihua, 2008), However, there has been little research specifically on the influence of socio-economic status on mathematics anxiety or…”
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): “Self-efficacy is positively associated with students’ academic performance (Alcı, Erden, & Baykal, 2010; Chiu & Xihua, 2008; İş Güzel & Berberoğlu, 2010; Lee & Stankov, 2013), whereas anxiety is negatively associated with students’ academic performance (Cassady & Johnson, 2002; Hembree, 1990; Ho…”