Understanding the progress in mathematics of Chinese adolescents: significant impacts from the socioeconomic status and the academic expectations of primary caregivers
Understanding the progress in mathematics of Chinese adolescents: significant impacts from the socioeconomic status and the academic expectations of primary caregivers
Past research has found socioeconomic status (SES) and the academic expectations of primary caregivers (PCGs) to be important predictors of students’ attainment in mathematics. However, their effects might not be universal across cultures. Further, there exists conflicting evidence on how SES and academic expectations impact maths attainment together and over time. This study aimed to provide new empirical evidence on both issues by examining the maths attainment of a cohort of Chinese adolescents (n=1,407) over a 5-year period (2010-2014) and how maths attainment was related to SES and PCG academic expectations. Multilevel Structural Equation Modeling revealed that both SES and PCG academic expectations exerted positive effects on maths progress. Over time, the effect of SES became increasingly internalized within past maths attainment. Further, higher academic expectations from PCGs lessened the difference in maths attainment between students from lower and higher SES families when the studied cohort was at their youngest.
Mathematics, socioeconomic status, academic expectations, adolescence, China
1-10
Zha, Min
6d66c707-a7ba-4122-8c71-a0e480b12268
Hall, James
29e17a2b-dca0-4b91-be02-2ace4abaa6c4
December 2019
Zha, Min
6d66c707-a7ba-4122-8c71-a0e480b12268
Hall, James
29e17a2b-dca0-4b91-be02-2ace4abaa6c4
Zha, Min and Hall, James
(2019)
Understanding the progress in mathematics of Chinese adolescents: significant impacts from the socioeconomic status and the academic expectations of primary caregivers.
Learning and Instruction, 64, , [101224].
(doi:10.1016/j.learninstruc.2019.101224).
Abstract
Past research has found socioeconomic status (SES) and the academic expectations of primary caregivers (PCGs) to be important predictors of students’ attainment in mathematics. However, their effects might not be universal across cultures. Further, there exists conflicting evidence on how SES and academic expectations impact maths attainment together and over time. This study aimed to provide new empirical evidence on both issues by examining the maths attainment of a cohort of Chinese adolescents (n=1,407) over a 5-year period (2010-2014) and how maths attainment was related to SES and PCG academic expectations. Multilevel Structural Equation Modeling revealed that both SES and PCG academic expectations exerted positive effects on maths progress. Over time, the effect of SES became increasingly internalized within past maths attainment. Further, higher academic expectations from PCGs lessened the difference in maths attainment between students from lower and higher SES families when the studied cohort was at their youngest.
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Accepted/In Press date: 29 June 2019
e-pub ahead of print date: 4 July 2019
Published date: December 2019
Keywords:
Mathematics, socioeconomic status, academic expectations, adolescence, China
Identifiers
Local EPrints ID: 432203
URI: http://eprints.soton.ac.uk/id/eprint/432203
ISSN: 0959-4752
PURE UUID: 82f7441e-05a8-4254-9109-332a3f73d83f
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Date deposited: 04 Jul 2019 16:30
Last modified: 16 Mar 2024 07:59
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Author:
Min Zha
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