Journal Articles
An empirical study of gender difference in the relationship between self-concept and mathematics achievement in a cross-cultural context
- An empirical study of gender difference in the relationship between self-concept and mathematics achievement in a cross-cultural context
- Educational Psychology, 26(5), 689-706, 2006
- Routledge
- 2006
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- China
- Hong Kong
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- 1997.7 onwards
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- Secondary Education
- The reciprocal relationship between mathematics achievement and self-concept is examined in this study to expand the existing knowledge to a cross-cultural setting. Based on analyses of educational data two years before and after Hong Kong's sovereignty switch in 1997, this investigation shows a weak reciprocal relationship among the eighth-grade students across gender categories. With the introduction of a new policy to promote Chinese instruction, changes in the perceived importance of English have been assessed by education stakeholders, and the results are used to indicate a latent factor of "English push" behind the learning process. In the context of cross-cultural transition, gender differences have been found in path coefficients toward mathematics achievement and self-concept. Limited by the four-year research period, one may speculate whether it would take longer to demonstrate a large effect size in the reciprocal relationship. [Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/01443410500390863]
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- English
- Journal Articles
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- 01443410
- https://bibliography.lib.eduhk.hk/en/bibs/1851c749
- 2010-09-27
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