MOTIVATION AND MATHEMATICS ACHIEVEMENT - A COMPARATIVE-STUDY OF ASIAN-AMERICAN, CAUCASIAN-AMERICAN, AND EAST-ASIAN HIGH-SCHOOL-STUDENTS
MOTIVATION AND MATHEMATICS ACHIEVEMENT - A COMPARATIVE-STUDY OF ASIAN-AMERICAN, CAUCASIAN-AMERICAN, AND EAST-ASIAN HIGH-SCHOOL-STUDENTS
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DOI：
10.2307/1131808
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发表时间：
1995-08-01
影响因子：
4.6
通讯作者：
STEVENSON, HW
中科院分区：
文献类型：
--
作者：
CHEN, CS;STEVENSON, HW
本研究考察了亚裔、高加索和东亚学生的学习动机和数学成绩。研究对象包括304名亚裔美国人、1,958名高加索美国人、1,475名中国人(台湾)和1,120名日本11年级学生(平均年龄为17.6岁)。学生们接受了基于课程的数学测试和一份调查问卷。亚裔学生的数学成绩高于高加索学生，但低于中国和日本学生。与亚裔美国人和东亚学生的成就相关的因素包括有高标准的父母和同龄人，相信成功之路是通过努力，对成就有积极的态度，勤奋学习，以及较少受到工作和非正式同龄人互动对学业的干扰。与普遍认为亚裔学生的高成就必然会造成心理损失相反，研究发现，他们报告的适应不良症状的频率并不比高加索学生更高。
This study examined the motivation and mathematics achievement of Asian-American, Caucasian-American, and East Asian students. Subjects were 304 Asian-American, 1,958 Caucasian-American, 1,475 Chinese (Taiwan), and 1,120 Japanese eleventh graders (mean age = 17.6 years). Students were given a curriculum-based mathematics test and a questionnaire. Mathematics scores of the Asian-American students were higher than those of Caucasian-American students but lower than those of Chinese and Japanese students. Factors associated with the achievement of Asian-American and East Asian students included having parents and peers who hold high standards, believing that the road to success is through effort, having positive attitudes about achievement, studying diligently, and facing less interference with their schoolwork from jobs and informal peer interactions. Contrary to the popular belief that Asian-American students' high achievement necessarily takes a psychological toll, they were found not to report a greater frequency of maladjustive symptoms than Caucasian-American students.