A Holistic Model to Infer Mathematics Performance: The Interrelated Impact of Student, Family and School Context Variables

References

• Adams, J.W., & Hitch, G.J. (1997). Working memory and children's mental addition. Journal of Experimental Child Psychology, 67, 21–38. doi: 10.1006/jecp.1997.2397
   PubMed Web of Science ®Google Scholar
• Akama, K. (2006). Relations among self-efficacy, goal setting, and metacognitive experiences in problem-solving. Psychological Report, 93, 895–907. doi: 10.2466/pr0.98.3.895-907
   Web of Science ®Google Scholar
• Akama, K., & Yamauchi, H. (2004). Task performance and metacognitive experiences in problem-solving. Psychological Reports, 94, 715–722. doi: 10.2466/pr0.94.2.715-722
   PubMed Web of Science ®Google Scholar
• Aleven, V., McLaren, B., Roll, I., & Koedinger, K. (2006). Toward meta-cognitive tutoring: A model of help seeking with a cognitive tutor. International Journal of Artificial Intelligence and Education, 16, 101–128.
   Google Scholar
• An, S.H., Kulm, G., & Wu, Z.H. (2004). The pedagogical content knowledge of middle school, mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education, 7, 145–172. doi: 10.1023/B:JMTE.0000021943.35739.1c
   Google Scholar
• Anderson, J., & Evans, F. (1974). Causal models in educational research: recursive models. American Educational Research Journal, 11, 29–39. doi: 10.3102/00028312011001029
   Web of Science ®Google Scholar
• Arbuckle, J. (2005). Amos 6.0 update to the Amos user's guide, Chicago: SmallWaters Corporation.
   Google Scholar
• Ashcraft, M.H. (1992). Cognitive arithmetic: A review of data and theory. Cognition, 44, 75–106. doi: 10.1016/0010-0277(92)90051-I
   PubMed Web of Science ®Google Scholar
• Ashcraft, M.H., & Kirk, E.P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology, 130, 224–237. doi: 10.1037/0096-3445.130.2.224
   Google Scholar
• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117–148. doi: 10.1207/s15326985ep2802_3
   Web of Science ®Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control, New York: W.H. Freeman.
   Google Scholar
• Betz, N.E., & Hackett, G. (1981). The relationship of career-related self-efficacy expectations to perceived career options in college women and men. Journal of Counseling Psychology, 28, 399–410. doi: 10.1037/0022-0167.28.5.399
   Web of Science ®Google Scholar
• Biggs, J.B., & Watkins, D.A. (2001). The Chinese learner in retrospect. In D.A. Watkins, & J.B. Biggs (Eds.), The Chinese learner: Cultural, psychological, and contextual influences, (pp. 269–285). Hong Kong: Comparative Education Research Center, The University of Hong Kong; Melbourne, Australia: Australian Council for Education Research.
   Google Scholar
• Borman, G., & Overman, L. (2004). Academic resilience in mathematics among poor and minority students. The Elementary School Journal, 104, 177–196. doi: 10.1086/499748
   Web of Science ®Google Scholar
• Coleman, J., Campbell, E., Hobson, C., McPartland, J., Mood, A., Weinfeld, F., & York, R. (1966). Equality of educational opportunity, Washington, DC: U.S. Government Printing Office.
   Google Scholar
• Davis-Kean, P.E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19, 294–304. doi: 10.1037/0893-3200.19.2.294
   PubMed Web of Science ®Google Scholar
• De Vos, T. (1992). Tempo Test Rekenen. Handleiding, [Arithmetic Number Facts test. Manual]. Berkhout: Nijmegen
   Google Scholar
• Dehaene, S. (1992). Varieties of numerical abilities. Cognition, 44, 1–42. doi: 10.1016/0010-0277(92)90049-N
   PubMed Web of Science ®Google Scholar
• Desoete, A. (2008). Multi-method assessment of metacognitive skills in elementary school children: How you test is what you get. Metacognition Learning, 3, 189–206. doi: 10.1007/s11409-008-9026-0
   Web of Science ®Google Scholar
• Desoete, A., & Roeyers, H. (2001). Metacognition and mathematical problem solving in Grade 3. Journal of Learning Disabilities,, 5, 435–449. doi: 10.1177/002221940103400505
   Web of Science ®Google Scholar
• Desoete, A., & Roeyers, H. (2006). Metacognitive macroevaluations in mathematical problem solving. Learning and Instruction, 16, 12–25. doi: 10.1016/j.learninstruc.2005.12.003
   Web of Science ®Google Scholar
• Desoete, A., Stock, P., Schepens, A., Baeyens, D., & Roeyers, H. (2009). Classification, seriation, and counting in Grades 1, 2, and 3 as two year longitudinal predictors for low achieving in numerical facility and arithmetical achievement. Journal of Psychoeducational Assessment, 27, 252–264. doi: 10.1177/0734282908330588
   Web of Science ®Google Scholar
• Dowker, A. (2005). Individual Differences in Arithmetic. Implications for Psychology, Neuroscience and Education, New York: Psychology Press.
   Google Scholar
• Efklides, A. (2001). Metacognitive experiences in problem solving: Metacognition, motivation, and self-regulation. In A. Efklides, J. Kuhl, & R.M. Sorrentino (Eds.), Trends and prospects in motivation research, (pp. 297–323). DordrechtThe Netherlands: Kluwer.
   Google Scholar
• Efklides, A. (2006). Metacognition and affect: What can metacognitive experiences tell us about the learning process?. Educational Research Review, 1, 3–14. doi: 10.1016/j.edurev.2005.11.001
   Google Scholar
• Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13, 277–287. doi: 10.1027/1016-9040.13.4.277
   Web of Science ®Google Scholar
• Eills, S. (1997). Strategy choice in socio-cultural context. Developmental Review, 17, 490–524. doi: 10.1006/drev.1997.0444
   Web of Science ®Google Scholar
• Eisenberg, N., Martin, C.L., & Fabes, R.A. (1996). Gender development and gender effects. In D.C. Berliner, & R.C. Calfee (Eds.), Handbook of educational psychology, (pp. 358–396). New York: Simon & Schuster Macmillan.
   Google Scholar
• Else-Quest, N.M., Hyde, J.S., & Linn, M.C. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136, 103–127. doi: 10.1037/a0018053
   PubMed Web of Science ®Google Scholar
• Engestrom, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research, Helsinki: Orienta-Konsultit.
   Google Scholar
• Engestrom, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5, 1–24. doi: 10.1016/j.edurev.2009.12.002
   Web of Science ®Google Scholar
• Epstein, J.L. (1986). Parents' reactions to teacher practices of parent involvement. Elementary School Journal, 86, 277–294. doi: 10.1086/461449
   Web of Science ®Google Scholar
• Fennema, E. (1974). Mathematics learning and the sexes: A review. Journal of Research in Mathematics Education, 5, 126–139. doi: 10.2307/748949
   Google Scholar
• Fennema, E., Carpenter, T., & Loef, M. (1990). Mathematics beliefs scales, Madison, WI: University of Wisconsin, Madison.
   Google Scholar
• Fertig, M. (2003). , Who's to blame? The determinants of German students' achievement in the PISA 2000 study. Discussion Paper No. 739 for the Institute for the Study of Labor (IZA)
   Google Scholar
• Flavell, J.H. (1979). Metacognition and cognition monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911. doi: 10.1037/0003-066X.34.10.906
   Web of Science ®Google Scholar
• Flavell, J.H. (1981). Cognitive monitoring. In W.P. Dickson (Ed.), Children's oral communication skills, (pp. 35–60). New York: Academic Press.
   Google Scholar
• Flavell, J.H. (1987). Speculations about the nature and development of metacognition. In F.E. Weinert, & R.H. Kluwe (Eds.), Metacognition, Motivation and Understanding, (pp. 21–29). Hillside, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Foong, P.Y. (1993). Development of a framework for analyzing mathematical problem solving behaviours. Singapore Journal of Education, 13(1), 61–75. doi: 10.1080/02188799308547704
   Google Scholar
• Frost, L.A., Hyde, J.S., & Fennema, E. (1994). Gender, mathematics performance, and mathematics-related attitudes and affect: A meta-analytic synthesis. International Journal of Educational Research, 21, 373–385. doi: 10.1016/S0883-0355(06)80026-1
   Google Scholar
• Goldberger, A.S., & Duncan, O.D. (1973). Structural Equation Models in the social sciences. New York: Academic Press.
   Google Scholar
• Goldhaber, D.D., & Brewer, D.J. (2000). Does teacher certification matter? High school certification status and student achievement. Educational Evaluation and Policy Analysis, 22, 129–145. doi: 10.3102/01623737022002129
   Web of Science ®Google Scholar
• Grimes, P.W. (2002). The overconfident principles of economics student: An examination of a metacognitive skill. Journal of Economic Education, 33, 15–30. doi: 10.1080/00220480209596121
   Web of Science ®Google Scholar
• Hackett, G., & Betz, N.E. (1989). An explanation of the mathematics self-efficacy/mathematics performance correspondence. Journal for Research in Mathematics Education, 20, 261–273. doi: 10.2307/749515
   Web of Science ®Google Scholar
• Hattie, J. (2009). Visible Learning: A Synthesis of over 800 Meta-analyses relating to Achievement, Milton Park, Oxon: Routledge.
   Google Scholar
• Hitch, G. (1978). The role of short-term working memory in mental arithmetic. Cognition Psychology, 10, 302–323. doi: 10.1016/0010-0285(78)90002-6
   Web of Science ®Google Scholar
• Howie, S.J., & Plomp, T. (2006). In S.J. Howie, & T. Plomp (Eds.), Contexts of learning mathematics and science: Lessons learned from TIMSS, London: Routledge.
   Google Scholar
• Hu, L., & Bentler, P.M. (1998). Fit indices in covariance structure modeling : Sensitivity to underparameterized model misspecification. Psychological Methods, 3, 424–453. doi: 10.1037/1082-989X.3.4.424
   Web of Science ®Google Scholar
• Hyde, J.S., & Mertz, J.E. (2009). Gender, culture, and mathematics performance. PNAS, 22, 8801–8807. doi: 10.1073/pnas.0901265106
   Web of Science ®Google Scholar
• Hyde, J.S., Feenema, E., & Lamon, S.J. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bulletin, 107, 139–155. doi: 10.1037/0033-2909.107.2.139
   PubMed Web of Science ®Google Scholar
• Kaiser, A.P., Hester, P.P., & McDuffie, A.S. (2001). Supporting communication in young children with developmental disabilities: Mental retardation and developmental. Disabilities Research Reviews, 7, 143–150.
   Web of Science ®Google Scholar
• Klassen, R.M. (2004). A cross-cultural investigation of the efficacy beliefs of South Asian immigrant and Anglo Canadian nonimmigrant early adolescents. Journal of Educational Psychology, 96, 731–742. doi: 10.1037/0022-0663.96.4.731
   Web of Science ®Google Scholar
• Kruger, J. (2002). Unskilled and unaware – but why? A reply to Krueger and Mueller. Journal of Personality and Social Psychology, 82, 189–192. doi: 10.1037/0022-3514.82.2.189
   PubMed Web of Science ®Google Scholar
• Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77, 1121–1134. doi: 10.1037/0022-3514.77.6.1121
   PubMed Web of Science ®Google Scholar
• Kyriakides, L., & Luyten, H. (2009). The contribution of schooling to the coginitive development of secondary education students in Cyprus: An application of regression discontinuity with multiple cut-off points. School Effectiveness and School Improvement, 20, 167–186. doi: 10.1080/09243450902883870
   Web of Science ®Google Scholar
• Lichtenstein, S., & Fischhoff, B. (1977). Do those who know more also know more about how much they know?. Organizational Behavior and Human Performance, 20, 159–183. doi: 10.1016/0030-5073(77)90001-0
   Web of Science ®Google Scholar
• Logie, R., Gilhooly, K.J., & Wynn, V. (1994). Counting on working memory in arithmetic problem solving. Memory Cognition, 22, 395–410. doi: 10.3758/BF03200866
   PubMed Web of Science ®Google Scholar
• Mandeville, G.K., & Liu, Q.D. (1997). The effect of teacher certification and task level on mathematics achievement. Teaching and Teacher Education, 4, 397–407. doi: 10.1016/S0742-051X(96)00031-5
   Web of Science ®Google Scholar
• Maqsud, M. (1998). Effects of metacognitive instruction on mathematics achievement and attitude towards mathematics of low mathematics achievers. Educational Research, 2, 237–243. doi: 10.1080/0013188980400210
   Web of Science ®Google Scholar
• Marat, D. (2005). Assessing mathematics self-efficacy of diverse students from secondary schools in Auckland: Implications for academic achievement. Issues in Educational Research, 15, 37–68.
   Google Scholar
• Marks, G.N. (2006). Are between- and within-school differences in student performance largely due to socio-economic background? Evidence from 30 countries. Educational Research, 48, 21–40. doi: 10.1080/00131880500498396
   Web of Science ®Google Scholar
• Marsh, H.W., Hau, K-T., & Grayson, D. (2005). Goodness of fit evaluation in structural equation modeling. In A. Maydeu-Olivares, & J. McArdle (Eds.), Contemporary Psychometrics. A Festschrift for Roderick P. McDonald, (pp. 275–340). Mahwah, NJ: Erlbaum.
   Google Scholar
• Marton, F., Dall'Alba, G., & TSE, L.T. (1993). , The paradox of the Chinese learner (Occasional Paper 93.1). Educational Research and Development Unit, Royal Melbourne Institute of Technology
   Google Scholar
• Ming, M.C., & Zeng, X.H. (2008). Family and motivation effects on mathematics achievement: Analysis of students in 41 countries. Learning and Instruction, 18, 321–336. doi: 10.1016/j.learninstruc.2007.06.003
   Web of Science ®Google Scholar
• Moss, E. (1990). Social interaction and metacognitive development in gifted preschoolers. Gifted Child Quarterly, 34, 16–20. doi: 10.1177/001698629003400104
   Web of Science ®Google Scholar
• S.L. Nist, S.J. Holschuh, & S.L. Sharman (1995). Making the grade in undergraduate biology courses: Factors that distinguish high and low achievers. Mimeograph. Paper presented at the Annual Meeting of the American Educational Research Association, April, San Francisco, CA
   Google Scholar
• Opp, K.-D., & Schmidt, P. (1976). Einführung in die Mehrvariablenanalyse. Grundlagen der. Formulierung und Prüfung komplexer sozialwissenschaftlicher Aussagen, ,
   Google Scholar
• Pajares, F. (1996). Self-efficacy beliefs and mathematical problem solving of gifted students. Contemporary Educational Psychology, 21, 325–344. doi: 10.1006/ceps.1996.0025
   PubMed Web of Science ®Google Scholar
• Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics. Performance of entering middle school students. Contemporary Educational Psychology, 24, 124–139. doi: 10.1006/ceps.1998.0991
   PubMed Web of Science ®Google Scholar
• Pajares, F., & Miller, M.D. (1994). The role of self-efficacy and self-concept beliefs in mathematical problem-solving: A path analysis. Journal of Educational Psychology, 86, 193–203. doi: 10.1037/0022-0663.86.2.193
   Web of Science ®Google Scholar
• Panaoura, A. (2007). The impact of recent metacognitive experiences on preservice teachers' self-representation in mathematics and its teaching. CERME, 5, 329–338.
   Google Scholar
• Pappas, S., Ginsburg, H.P., & Jiang, M. (2003). SES differences in young children's metacognition in the context of mathematical problem solving. Cognitive Development, 18, 431–450. doi: 10.1016/S0885-2014(03)00043-1
   Web of Science ®Google Scholar
• Perry, L.B., & McConney, A. (2010). Does the SES of the school matter? An examination of socioeconomic status and student achievement using PISA 2003. Teachers College Record, 112(4), 1137–1162.
   Web of Science ®Google Scholar
• Pintrich, P.R., De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–50. doi: 10.1037/0022-0663.82.1.33
   Web of Science ®Google Scholar
• Post-Kammer, P., & Smith, P.L. (1985). Sex differences in career self-efficacy, consideration, and interest of eight and ninth graders. Journal of Counseling Psychology, 32, 63–81. doi: 10.1037/0022-0167.32.4.551
   Web of Science ®Google Scholar
• Princiotta, D., Flanagan, K.D., & Germino Hausken, E. (2006). Fifth grade: Findings From the fifth grade follow-up of the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99. NCES 2006-038, Washington, DC: National Center for Education Statistics.
   Google Scholar
• Reusser, K. (2000). Success and failure in school mathematics: effects of instruction and school environment. European Child & Adolescent Psychiatry, 9, 17–26. doi: 10.1007/s007870070006
   Web of Science ®Google Scholar
• Salomon, G., & Perkins, D.N. (1997). Individual and social aspects of learning. Review of Research in Education, 23, 1–24.
   Web of Science ®Google Scholar
• Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Test of significance and descriptive goodness-of-fit measures. Methods of Psychological Research – Online, 8, 23–74.
   Google Scholar
• Schommer, M. (1990). The effects of belief about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498–504. doi: 10.1037/0022-0663.82.3.498
   Web of Science ®Google Scholar
• Seegers, G., & Boekaerts, M. (1996). Gender-related differences in self-referenced cognitions in relation to mathematics. Journal for Research in Mathematics Education, 27, 215–240. doi: 10.2307/749601
   Web of Science ®Google Scholar
• Shulruf, B., Hattie, J., & Dixon, R. (2007). Development of a new measurement tool for individualism and collectivism. Journal of Psychoeducational Assessment, 25, 385–401. doi: 10.1177/0734282906298992
   Web of Science ®Google Scholar
• Siegle, D., & McCoach, D.B. (2007). Increasing student mathematics self-efficacy through teacher training. Journal of Advanced Academics, 18, 278–312.
   Google Scholar
• Sirin, S.R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75, 417–453. doi: 10.3102/00346543075003417
   Web of Science ®Google Scholar
• Skaalvik, E.M., & Rankin, R.J. (1994). Gender differences in mathematics and verbal achievement, self-perception and motivation. British Journal of Educational Psychology, 64, 419–428. doi: 10.1111/j.2044-8279.1994.tb01113.x
   Web of Science ®Google Scholar
• Smith, T.M., Desimone, L.M., & Ueno, K. (2005). “Highly qualified” to do what? The relationship between NCLB teacher quality mandates and the use of reform-oriented instruction in middle school mathematics. Educational Evaluation and Policy Analysis, 27, 75–109. doi: 10.3102/01623737027001075
   Web of Science ®Google Scholar
• Sperling, R.A., Howard, B.C., Miller, L.A., & Murphy, C. (2002). Measures of children's knowledge and regulation of cognition. Contemporary Educational Psychology, 27, 51–79. doi: 10.1006/ceps.2001.1091
   Web of Science ®Google Scholar
• Staub, F.C., & Stern, E. (2002). The nature of teachers' pedagogical content beliefs matters for students' achievement gains: Quasi-experimental evidence from elementary mathematics. Journal of Educational Psychology, 2, 344–355. doi: 10.1037/0022-0663.94.2.344
   Web of Science ®Google Scholar
• Staving, G.R. (1981). Multiple comparison tests for path analysis and multiple regression. Journal of Experimental Education, 50, 39–41.
   Web of Science ®Google Scholar
• Stigler, J.W. (1984). “Mental abacus.” The effects of abacus training on Chinese children's mental calculation. Cognitive Psychology, 16, 145–176. doi: 10.1016/0010-0285(84)90006-9
   Web of Science ®Google Scholar
• Tacq, J. (1997). Multivariate analysis techniques in social science research: From problem to analysis. London: Sage.
   Google Scholar
• Van Keer, H., & Verhaeghe, J.P. (2005). Effects of explicit reading strategies instruction and peer tutoring on second and fifth graders' reading comprehension and self-efficacy perceptions. Journal of Experimental Education, 73, 291–329. doi: 10.3200/JEXE.73.4.291-329
   Web of Science ®Google Scholar
• Van Steenbrugge, H., Valcke, M., & Desoete, A. (2009). Mathematics learning difficulties in primary education: Teachers' professional knowledge and the use of commercially available learning packages. Educational Studies, 36, 59–71. doi: 10.1080/03055690903148639
   Web of Science ®Google Scholar
• Veenman, M.V.J., Van Hout-Wolters, B.H. A. M., & Afflerbach, P. (2006). Metacognition and learning. Conceptual and methodological considerations. Metacognition Learning, 1, 3–14. doi: 10.1007/s11409-006-6893-0
   Google Scholar
• Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes, Cambridge, MA: Harvard University Press.
   Google Scholar
• Webster, B.J., & Fisher, D.L. (2000). Accounting for variation in science and mathematics achievement: A multilevel analysis of Australian data Third International Mathematics and Science Study (TIMSS). School Effectiveness and School Improvement, 11, 339–360. doi: 10.1076/0924-3453(200009)11:3;1-G;FT339
   Web of Science ®Google Scholar
• Wertsch, J.V. (1985). Adult child interaction as a source of self-regulation in children. In R. Yussen (Ed.), The growth of reflection in children, (pp. 69–97). New York: Academic Press.
   Google Scholar
• Whitbeck, L.B., Simons, R.L., Conger, R.D., Wickrama, K. A.S., Ackley, K.A., & Elder, G.H. (1997). The effects of parents' working conditions and family economic hardship on parenting behaviors and children's self-efficacy. Social Psychology Quarterly, 60, 291–303. doi: 10.2307/2787091
   Web of Science ®Google Scholar
• Wilson, K.M., & Swanson, H.L. (2001). Are mathematics disabilities due to a domain-general or a domain-specific working memory deficit?. Journal of Learning Disabilities, 34, 237–248. doi: 10.1177/002221940103400304
   PubMed Web of Science ®Google Scholar
• Young, D.J. (1998). Rural and urban differences in student achievement in science and mathematics: a multilevel analysis. School Effectiveness and School Improvement, 4, 386–418. doi: 10.1080/0924345980090403
   Web of Science ®Google Scholar
• Zhao, N., Valcke, M., Desoete, A., Verhaeghe, J.P., & Xu, K. (2011). A multilevel analysis on predicting mathematics performance in Chinese primary schools: Implications for practice. Asia-Pacific Education Researcher, 20(3), 503–520.
   Google Scholar