Modeling the mathematics achievement of Asian-American elementary students

An examination is conducted of potential factors underlying the mathematics achievement of 60 fourth, 57 fifth, and 41 sixth grade Asian-American students attending public school in California. Specifically, structural equation modeling is used to evaluate hypothesized relationships among several co...

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Veröffentlicht in:Learning and individual differences 1997-01, Vol.9 (1), p.63-88
Hauptverfasser: Whang, Patricia A., Hancock, Gregory R.
Format: Artikel
Sprache:eng
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Zusammenfassung:An examination is conducted of potential factors underlying the mathematics achievement of 60 fourth, 57 fifth, and 41 sixth grade Asian-American students attending public school in California. Specifically, structural equation modeling is used to evaluate hypothesized relationships among several constructs (Efficiency of Elementary Cognitive Processes, Working Memory Capacity, Reasoning Ability, Arithmetic Production, and Arithmetic Verification Speed), with particular interest directed toward these constructs' ability to predict the Mathematics Achievement construct. The final structural model has an excellent fit to the observed variances and covariances and accounts for over three-fourths of the variability in the Mathematics Achievement construct (with Reasoning Ability being the largest explanatory construct included in the model). The predictive importance of all constructs within this generally high-achieving sample is discussed in the context of Ackerman's (1988, 1989) theory of skill acquisition.
ISSN:1041-6080
1873-3425
DOI:10.1016/S1041-6080(97)90020-0