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| Field |
Value |
| Title: | Differential psychological processes underlying the skill-development model and self-enhancement model across mathematics and science in 28 countries |
| Authors: | 邱美秀
Chiu, Mei-Shiu |
| Contributors: | 教育系 |
| Keywords: | achievement ; domain learning ; self-confidence ; structural equation modeling ; survey research |
| Date: | 2012.06 |
| Issue Date: | 2014-06-30 18:05:47 (UTC+8) |
| Abstract: | The skill-development model contends that achievements have an effect on academic self-confidences, while the self-enhancement model contends that self-confidences have an effect on achievements. Differential psychological processes underlying the 2 models across the domains of mathematics and science were posited and examined with structural equation modeling using the data of grade 8 students from the Trends in International Mathematics and Science Study across 28 countries (N = 144,069), which generated 2 major findings. In statistical terms, (1) there were negative cross-domain paths leading from achievements to self-confidences, controlling for the positive matching domain paths, as predicted by the skill-development model across domains; (2) there were positive cross-domain paths leading from self-confidences to achievements, controlling for the positive matching domain paths, as predicted by the self-enhancement model across domains. There were, however, qualitative variations in the degrees of support for the 2 models across countries. |
| Relation: | International Journal of Science and Mathematics Education, 10(3), 611-642 |
| Data Type: | article |
| DOI: | http://dx.doi.org/10.1007/s10763-011-9309-9 |
| DCField |
Value |
Language |
| dc.contributor (Contributor) | 教育系 | en_US |
| dc.creator (Authors) | 邱美秀 | zh_TW |
| dc.creator (Authors) | Chiu, Mei-Shiu | en_US |
| dc.date (Date) | 2012.06 | en_US |
| dc.date.accessioned | 2014-06-30 18:05:47 (UTC+8) | - |
| dc.date.available | 2014-06-30 18:05:47 (UTC+8) | - |
| dc.date.issued (Issue Date) | 2014-06-30 18:05:47 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/67030 | - |
| dc.description.abstract (Abstract) | The skill-development model contends that achievements have an effect on academic self-confidences, while the self-enhancement model contends that self-confidences have an effect on achievements. Differential psychological processes underlying the 2 models across the domains of mathematics and science were posited and examined with structural equation modeling using the data of grade 8 students from the Trends in International Mathematics and Science Study across 28 countries (N = 144,069), which generated 2 major findings. In statistical terms, (1) there were negative cross-domain paths leading from achievements to self-confidences, controlling for the positive matching domain paths, as predicted by the skill-development model across domains; (2) there were positive cross-domain paths leading from self-confidences to achievements, controlling for the positive matching domain paths, as predicted by the self-enhancement model across domains. There were, however, qualitative variations in the degrees of support for the 2 models across countries. | en_US |
| dc.format.extent | 255350 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.language.iso | en_US | - |
| dc.relation (Relation) | International Journal of Science and Mathematics Education, 10(3), 611-642 | en_US |
| dc.subject (Keywords) | achievement ; domain learning ; self-confidence ; structural equation modeling ; survey research | en_US |
| dc.title (Title) | Differential psychological processes underlying the skill-development model and self-enhancement model across mathematics and science in 28 countries | en_US |
| dc.type (Data Type) | article | en |
| dc.identifier.doi (DOI) | 10.1007/s10763-011-9309-9 | en_US |
| dc.doi.uri | http://dx.doi.org/10.1007/s10763-011-9309-9 | en_US |
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