Effects of Early Learning Experience and Tutoring on Korean Students' Mathematics Achievement

• In Event: Investigating Achievement in Social and Cultural Contexts

Abstract

Motivation has been emphasized in education as students’ motivational beliefs are closely related to their cognitive processes. Prior studies revealed that self-efficacy and expectancy beliefs on academic outcomes positively influence academic achievements. The current study further explores the effect of early learning experience and tutoring on students’ mathematics motivation and achievement. Whether students’ mathematics self-efficacy and intrinsic value beliefs play a mediating role in the relationship are also examined. A total of 3894 Korean student data within the Trends in International Mathematics and Science Study (TIMMS) 2019 dataset were analyzed. Path analysis shows the causal relationship between early learning experience and tutoring, self-efficacy and expectancy beliefs, and mathematics academic achievements.

Authors

• Jung Han, Purdue University
  Presenting Author

• Sol Lee, Purdue University
  Presenting Author

• Hyeree Cho, Purdue University
  Presenting Author

• Ammi Chang, Purdue University
  Presenting Author

• Hyunuk Park, Purdue University
  Presenting Author