Comparing Asian- and Anglo-American Students' Motivation and Perceptions of the Learning Environment in Mathematics.

Autor/inn/en	Huang, Shwu-yong L.; Waxman, Hersholt C.
Titel	Comparing Asian- and Anglo-American Students' Motivation and Perceptions of the Learning Environment in Mathematics.
Quelle	(1993), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Anglo Americans; Asian American Students; Asian Americans; Educational Environment; Ethnicity; Junior High School Students; Junior High Schools; Mathematics Education; Middle School Students; Middle Schools; Parent Participation; Racial Differences; Role Perception; Sex Differences; Student Attitudes; Student Motivation; Urban Schools; Urban Youth; White Students + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ethnizität; Junior High Schools; Sekundarstufe I; Mathematische Bildung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Elternmitwirkung; Rassenunterschied; Role conception; Rollenverständnis; Sex difference; Geschlechtsunterschied; Schülerverhalten; Schulische Motivation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	A study was done to compare Asian American and Anglo American students' attitudes toward motivation, learning environment, academic self-concept, involvement, affiliation, and parent involvement in the learning of mathematics. Survey data of 1,200 Asian- and 1,200 Anglo-American middle school students were collected. A stratified sampling technique was attempted to include an equal number of students of each gender and grade within each ethic group. Three standardized instruments were adapted and administered concurrently by trained researchers during regular mathematics class. Data were analyzed with a three-way multivariate analysis. The results indicate that there are significant differences in motivation and perceptions of learning environment by students' ethnicity, gender, and grade-level. Asian American students demonstrated greater pride in their class work, a stronger desire to succeed, and higher expectations to do well in mathematics. They also enjoyed mathematics class and assignments more than did Anglo-American students and were more participative and attentive in class activities. Asian-American parents were usually more interested and more involved in what their children were doing in mathematics than were Anglo-American parents. Girls had higher motivation and more positive perceptions of their learning environment in mathematics than did boys. Contains 2 tables and 42 references. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC