skip to main content
Language:
Search Limited to: Search Limited to: Resource type Show Results with: Show Results with: Search type Index

Learning Strategies as Moderators Between Motivation and Mathematics Performance in East Asian Students: Latent Class Analysis

SAGE open, 2021-11, Vol.11 (4), p.215824402110613 [Peer Reviewed Journal]

The Author(s) 2021 ;The Author(s) 2021. This work is licensed under the Creative Commons Attribution License https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2158-2440 ;EISSN: 2158-2440 ;DOI: 10.1177/21582440211061382

Full text available

Citations Cited by
  • Title:
    Learning Strategies as Moderators Between Motivation and Mathematics Performance in East Asian Students: Latent Class Analysis
  • Author: Wu, Yi-Jhen ; Chen, Yi-Hsin ; Kiefer, Sarah M. ; Carstensen, Claus H.
  • Subjects: Achievement Tests ; Asian Culture ; Cross Cultural Studies ; Foreign Countries ; International Assessment ; Latent class analysis ; Learning Motivation ; Learning Strategies ; Mathematics ; Mathematics Achievement ; Mathematics Instruction ; Mathematics Tests ; Memorization ; Secondary School Students ; Student Attitudes ; Students
  • Is Part Of: SAGE open, 2021-11, Vol.11 (4), p.215824402110613
  • Description: This study applied a three-step latent class analysis (LCA) approach to explore latent classes of learning strategy use and their moderation effects on the relationships between motivation and mathematics performance. The data of 15-year-old students from five East Asian educational systems related to Chinese culture in the Programme of International Student Assessment (PISA) in 2012 were analyzed. The findings indicated that Shanghai, Singapore, Taiwan, and Macau showed three latent classes of learning strategies, whereas Hong Kong had two latent classes. Most students in the five educational systems reported to use the control strategy, some students reported the use of combined learning strategies, and few students reported the use of memorization except for students in Shanghai. Furthermore, we found the moderation effects of learning strategy use on mathematics performance depended on the types of motivation and educational systems. This study provides insights into the advantages of a three-step LCA approach in educational research.
  • Publisher: Los Angeles, CA: SAGE Publications
  • Language: English
  • Identifier: ISSN: 2158-2440
    EISSN: 2158-2440
    DOI: 10.1177/21582440211061382
  • Source: Sage Journals Open Access Journals
    Education Resources Information Center (ERIC)
    ROAD: Directory of Open Access Scholarly Resources
    ProQuest Central
    DOAJ Directory of Open Access Journals
Back to results list
INSPIRE LIBRARY - TON DUC THANG UNIVERSITY (84-028) 37 755 057 Feedback
19 Nguyen Huu Tho St. Dist.7, HCM thuvien@tdtu.edu.vn

Copyright © 2017 INSPIRE LIBRARY - TON DUC THANG UNIVERSITY

Searching Remote Databases, Please Wait