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Comparison of Canada and Hong Kong-China through hierarchical linear models: the relations among students' self-beliefs in math, learning environment at school, and math performance

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dc.contributor.author Gu, Zhimei
dc.date.accessioned 2010-01-08T17:48:03Z
dc.date.available 2010-01-08T17:48:03Z
dc.date.copyright 2006 en
dc.date.issued 2010-01-08T17:48:03Z
dc.identifier.uri http://hdl.handle.net/1828/2049
dc.description.abstract The purpose of this study was to examine and compare the relationships among students' self-beliefs in mathematics, learning environment at school, and math achievement, at student and school levels, in Canada and Hong Kong-China. Hierarchical linear modeling was utilized to analyze the data from the Programme for International Student Assessment 2003. It was found that school learning environment has more effect on school math achievement in Hong Kong than in Canada. Canada has stronger relationships between students' self-beliefs in math and their math performance than Hong Kong. School variations of self-efficacy effect and self-concept effect are accountable by school learning environment in Hong Kong, but not in Canada. Recommendations for improving students' math performance and future research are provided. en
dc.language English eng
dc.language.iso en en
dc.rights Available to the World Wide Web en
dc.subject mathematics en
dc.subject study and teaching en
dc.subject secondary school en
dc.subject Canada en
dc.subject Hong Kong en
dc.subject China en
dc.subject.lcsh UVic Subject Index::Humanities and Social Sciences::Education::Mathematics--Study and teaching en
dc.title Comparison of Canada and Hong Kong-China through hierarchical linear models: the relations among students' self-beliefs in math, learning environment at school, and math performance en
dc.type Thesis en
dc.contributor.supervisor Anderson, John O.
dc.degree.department Dept. of Educational Psychology and Leadership Studies en
dc.degree.level Master of Arts M.A. en


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