The Effects of Social Support and Achievement Motivation on Collaboration Problem Solving

• In Event: 47.076 - Mathematics Achievement, Achievement Gap, and Collaborative Problem Solving in Large-Scale Assessments

Abstract

The current study employed the secondary data from PISA2015 to investigate the effects of social support and achievement motivation on students’ collaborative problem solving skills and collaboration dispositions. We selected China and the U.S. to examine whether the hypothesized model fit the real data, as well as the variations between two groups. It was found that: 1. Chinese students showed lower score on collaborative problem solving, comparing to their US peers; 2. the direct effects of collaborative disposition on problem solving were consistent in both groups, while the impact of achievement motivation was different; 3. three social support indicators (parents emotional support, school belonging, and teacher unfairness) played significant roles in two groups, but variations were identified.

Authors

• Jingwen He, Beijing Normal University

• Danhui Zhang, Beijing Normal University