An Ecological Approach to Adolescent Mathematics Ability Development: Differences in Demographics, Parenting, Mathematics Teaching, and Student Behaviors and Emotions

Autor/in	Chiu, Mei-Shiu
Titel	An Ecological Approach to Adolescent Mathematics Ability Development: Differences in Demographics, Parenting, Mathematics Teaching, and Student Behaviors and Emotions
Quelle	In: Educational Studies, 47 (2021) 2, S.155-178 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2019.1672522
Schlagwörter	Adolescents; Secondary School Students; Student Behavior; Mathematics Instruction; Mathematics Achievement; Psychological Patterns; Parenting Styles; Socioeconomic Status; Gender Differences; Context Effect; Foreign Countries; Correlation; Taiwan + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Student behaviour; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Ausland; Korrelation
Abstract	This study used an ecological approach to studying adolescent mathematics ability development by classifying their mathematics ability growth trajectories and examining contextual measures differentiating the identified classes. Longitudinal student and parent data were collected for Taiwanese students in Grades 7, 9, 11, and 12 (n = 4,163). Growth mixture modelling identified 4 growth classes: low-increase, middle-flat, middle-increase, and high-increase. Multivariate analysis of variance revealed that girls' mathematics ability improved and that boys started as middle or high mathematics achievers. Moreover, mathematics ability related to socioeconomic status and academic programmes, persistent parental monitoring related to desirable ability development, and student-perceived teaching quality related to student ability. High-increase students reduced their engagement in leisure activities when preparing for examinations, but they felt little mathematics frustration, whereas the opposite was true for low-increase students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01