An investigation of factors affecting gender differences in standardized math performance: Results from U.S. and Hong Kong 15 year olds

An investigation of factors affecting gender differences in standardized math performance: Results from U.S. and Hong Kong 15 year olds

• Liu, Lydia Ou Educational Testing Service, Princeton, New Jersey, USA

International Journal of Testing, 9(3), 215-237, 2009

Lawrence Erlbaum Associates

2009

• A Human Growth & Development
  • AJ Sexual Difference, Bisexual Educational Difference, Sexism in Education
• P Social Context of Education
  • PB Comparative Education
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics

Asians Self Efficacy Mathematics Achievement Learning Strategies Memorization Foreign Countries Gender Differences Affective Behavior Self Concept Predictor Variables Questionnaires Construct Validity Cross Cultural Studies Mathematics Tests International Cooperation Measures (Individuals) Learning Motivation Hong Kong United States Program For International Student Assessment

• Hong Kong
• United States

• 1997.7 onwards

• Secondary Education

Learning strategies and affective factors could have a profound impact on student standardized mathematics performance. This study investigated gender differences in affective factors, learning strategies, and preferred learning situations, and how these variables affect math achievement of 15 year olds in the United States and Hong Kong on the PISA 2003 assessment. Math self-efficacy was found to be the best predictor of math performance in both countries. A striking mismatch was identified between Hong Kong students' superior math performance and extremely low math self-concept and between U.S. students' high confidence and weak performance. In addition, U.S. students' interest in math was significantly negatively related to their math performance. Contrary to a widely reported finding that East Asian students emphasize memorization, U.S. students were found to heavily rely on memorization strategies, which was also a negative predictor of math achievement.
[Copyright of International Journal of Testing is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/15305050903106875]

• English

Journal Articles

• 15305058

• 10.1080/15305050903106875

https://bibliography.lib.eduhk.hk/en/bibs/97c2635a

2010-11-28