The Relationship of Classroom Context, Motivation, and Mathematics Achievement Among American and Chinese Adolescents

• In Event: Worldwide Education Research on Learning Outcomes in Mathematics

Abstract

Using the Programme for International Student Assessment (PISA, 2012) data, the current study aims to examine how the classroom contextual influences and learning motivation are related to mathematics achievement among the US and Chinese-Shanghai adolescents. The study focuses on students’ experience of instructional practices, task content, teacher-student relationship and disciplinary climate in the context in which they take place. Findings from multiple regressions suggest common predictors for both US and Chinese-Shanghai are Cognitive Activation, Student Teacher Relations and Openness to Problem Solving. Teacher Directed Instruction and Opportunity to Learn seem to be effective for the US only. In addition, Perseverance is only effective for the US. Mathematics Work Ethic and Mathematics Behavior are only effective for Chinese-Shanghai.

Authors

• Ying Hong Jiang, Azusa Pacific University

• Jenny Y.P. Yau, Azusa Pacific University