Gender Differences in Growth in Mathematics Achievement: Three-Level Longitudinal and Multilevel Analyses of Individual, Home, and School Influences

By Xiaoxia Ai. 2002

73 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/bb5e65efe9507ea2b1bbf01bb96ac0c15b083cfc

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Citations in the corpus

Prior achievement, effort, and mathematics attitude as predictors of current achievement (2010, methodology): “For example, Aiken (1972) showed that linguistic abilities affect the mathematical performances of primary school students. Reynolds (1981) revealed that prior achievement was a salient predictor of both mathematics and science knowledge at Year 8.”
Developmental Dynamics of Math Performance From Preschool to Grade 2 (2004, background): “However, little is known about the development of children’s overall math performance (Ai, 2002), particularly during their early years of formal education.”
PREDICTING MATHEMATICS ACHIEVEMENT: THE INFLUENCE OF PRIOR ACHIEVEMENT AND ATTITUDES (2011, background): “Interestingly, Aiken (1972) revealed that linguistic abilities also influence the mathematics achievement of school students at the senior primary school level. He reported correlations between reading ability and mathematics results in the range of .40 to .86 for sample for primary school students.”
Modeling Mathematics Achievement of Jewish and Arab Eighth Graders in Israel: The Effects of Learner-Related Variables (2005, unknown): “Vol. 11, No. 3, June 2005, pp. 277 – 302 ª 2005 Taylor & Francis Group Ltd DOI: 10.1080/13803610500101108 ISSN 1380-3611 (print)/ISSN 1744-4187 (online)/05/030277–26 mathematics (Ai, 2002; Hall, Davis, Bolen, & Chia, 1999; Pintrich, 2002; Schreiber, 2002).”
Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy (2009, background): “Researchers exploring student difficulties with mathematics courses (e.g., Hembree, 1990; Skiba, 1990) have identified affective and motivational factors as prominent predictors (Ai, 2002; Hall, Davis, Bolen, & Chia, 1999; Pintrich, 2002; Schreiber, 2002).”
Assessment Drives Learning: The Effect of Central Exit Exams on Curricular Knowledge and Mathematical Literacy (2009, background): “The gap in mathematical literacy is not further widened in grade 10 (e.g., Ai, 2002; Scott et al., 1995).”
A Closer Look at Gender in NAEP Mathematics Achievement and Affect Data: Intersections with Achievement, Race/Ethnicity, and Socioeconomic Status. (2006, background): “Researchers have also reported relationships among affective factors, mathematics achievement, and gender (Ai, 2002; Elliott, 1990; Hacket & Betz, 1989; Hembree, 1990; Ma, 1999; Ma & Kishor, 1997).”
Mathematics performance and the role played by affective and background factors peter grootenboer and brian hemmings (2007, background): “The literature suggests that there is an influential connection between affective mathematical views and performance in mathematics (Ai, 2002; Schreiber, 2002), and so this relationship requires exploration.”
The role of individual and contextual factors in the development of maths skills (2009, background): “Gender differences might become more evident when children get older (e.g., Ai, 2002).”