Poster #1 - Chinese Students' Affective Factors in Mathematics Literacy: A Hierarchical Linear Model Approach

• In Event: 75.043 - MTCC Poster Session 17
  In Poster Session: 75.043-1 - Advanced Studies of National Databases Poster Session

Abstract

The study examined how Chinese students’ affective characteristics are related to mathematics literacy, while considering the effect of their individual and familial features. It also investigated how school contexts moderated the relationship between students’ affective characteristics and their mathematics literacy. PISA data from 21,228 Chinese students were analyzed using Hierarchical Linear Modelling (HLM). It concluded that almost all Chinese student affective characteristics in this study were significantly related to their mathematics literacy. Examining the school-level contextual variables, it showed that public schools tend to have a greater impact than private schools on moderating the relationships between mathematics anxiety, mathematics self-efficacy, mathematics intention and mathematics literacy, respectively.

Authors

• Han Zhang, University of Wisconsin - Parkside

• Jian Li, Kent State University