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Noncognitive Factors and Mathematics Achievement: Differentiated Relationships Between Korean and U.S. Students

Thu, April 16, 12:00 to 1:30pm, Sheraton, Floor: Fourth Level, Chicago VI&VII


In this study, using nationally representative samples, we looked at the relationships between three noncognitive factors (confidence in learning mathematics, interest in mathematics, and perception of usefulness of mathematics) and mathematics achievement in Korea and in the US. Results suggest that all three noncognitive factors were positively related to mathematics achievement in Korea. However, in the US, only confidence in learning mathematics was positively related to mathematics achievement, whereas interest in mathematics was negatively related to, and perception of usefulness of mathematics was not statistically significantly related to, students’ mathematics achievement. Findings from this study would shed light on our understanding of the two education systems.