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.authorGu, Zhimei
dc.contributor.supervisorAnderson, John O.
dc.date.accessioned2010-01-08T17:48:03Z
dc.date.available2010-01-08T17:48:03Z
dc.date.copyright2006en
dc.date.issued2010-01-08T17:48:03Z
dc.degree.departmentDept. of Educational Psychology and Leadership Studiesen
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThe 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.identifier.urihttp://hdl.handle.net/1828/2049
dc.languageEnglisheng
dc.language.isoenen
dc.rightsAvailable to the World Wide Weben
dc.subjectmathematicsen
dc.subjectstudy and teachingen
dc.subjectsecondary schoolen
dc.subjectCanadaen
dc.subjectHong Kongen
dc.subjectChinaen
dc.subject.lcshUVic Subject Index::Humanities and Social Sciences::Education::Mathematics--Study and teachingen
dc.titleComparison of Canada and Hong Kong-China through hierarchical linear models: the relations among students' self-beliefs in math, learning environment at school, and math performanceen
dc.typeThesisen

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