000			01833nam a22002297a 4500
003			ZW-GwMSU
005			20241129085949.0
008			241129b |||||||| |||| 00| 0 eng d
022			_a0144-3410
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1051 EDU
100	1		_aWang, Jianjun _eauthor
245	1	3	_aAn empirical study of gender difference in the relationship between self-concept and mathematics achievement in a cross-cultural context _ccreated by Jianjun Wang
264	1		_aOxfordshire: _bTaylor & Francis, _c2006.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAn international journal of experimental educational psychology _vVolume 26 , number 5,
520	3		_aThe reciprocal relationship between mathematics achievement and self‐concept is examined in this study to expand the existing knowledge to a cross‐cultural setting. Based on analyses of educational data two years before and after Hong Kong’s sovereignty switch in 1997, this investigation shows a weak reciprocal relationship among the eighth‐grade students across gender categories. With the introduction of a new policy to promote Chinese instruction, changes in the perceived importance of English have been assessed by education stakeholders, and the results are used to indicate a latent factor of “English push” behind the learning process. In the context of cross‐cultural transition, gender differences have been found in path coefficients toward mathematics achievement and self‐concept. Limited by the four‐year research period, one may speculate whether it would take longer to demonstrate a large effect size in the reciprocal relationship.
650			_aForeign countries _vMathematics achievement _xGender differences
942			_2lcc _cJA
999			_c168458 _d168458