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題名 An ecological approach to adolescent mathematics ability development: Differences in demographics, parenting, mathematics teaching, and student behaviors and emotions
作者 邱美秀
Chiu, Mei-Shiu
貢獻者 教育系
關鍵詞 Demographics ;  growth mixture modelling ;  mathematics ability ;  mathematics teaching ;  parenting ;  TEPS
日期 2019-09
上傳時間 28-Apr-2020 13:45:54 (UTC+8)
摘要 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.
關聯 Educational Studies
資料類型 article
DOI https://doi.org/10.1080/03055698.2019.1672522
dc.contributor 教育系
dc.creator (作者) 邱美秀
dc.creator (作者) Chiu, Mei-Shiu
dc.date (日期) 2019-09
dc.date.accessioned 28-Apr-2020 13:45:54 (UTC+8)-
dc.date.available 28-Apr-2020 13:45:54 (UTC+8)-
dc.date.issued (上傳時間) 28-Apr-2020 13:45:54 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/129518-
dc.description.abstract (摘要) 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.
dc.format.extent 1639717 bytes-
dc.format.mimetype application/pdf-
dc.relation (關聯) Educational Studies
dc.subject (關鍵詞) Demographics ;  growth mixture modelling ;  mathematics ability ;  mathematics teaching ;  parenting ;  TEPS
dc.title (題名) An ecological approach to adolescent mathematics ability development: Differences in demographics, parenting, mathematics teaching, and student behaviors and emotions
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.1080/03055698.2019.1672522
dc.doi.uri (DOI) https://doi.org/10.1080/03055698.2019.1672522