| 1. |
- Ding, Yi, 1992, et al.
(författare)
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Testing measurement invariance of mathematics self-concept and self-efficacy in PISA using MGCFA and the alignment method
- 2023
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Ingår i: European Journal of Psychology of Education. - : Springer Science and Business Media LLC. - 0256-2928 .- 1878-5174. ; 38:2, s. 709-732
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study is to investigate the measurement invariance of mathematics self-concept and self-efficacy across 40 countries that participated in the Programme for International Student Assessment (PISA) 2003 and 2012 cycles. The sample of the study consists of 271,760 students in PISA 2003 and 333,804 students in PISA 2012. Firstly, the traditional measurement invariance testing was applied in the multiple-group confirmatory factor analysis (MGCFA). Then, the alignment analyses were performed, allowing non-invariance to a minimum to estimate all of the parameters. Results from MGCFA indicate that mathematics self-concept and self-efficacy hold metric invariance across the 80 groups (cycle by country). The alignment method results suggest that a large proportion of non-invariance exists in both mathematics self-concept and self-efficacy factors, and the factor means cannot be compared across all participating countries. Results of the Monte Carlo simulation show that the alignment results are trustworthy. Implications and limitations are discussed, and some recommendations for future research are proposed.
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| 2. |
- Ding, Yi, 1992, et al.
(författare)
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The Importance of Mathematics Self-concept and Self-efficacy on Mathematics Achievement: Comparison between the Public and Independent Schools in Sweden
- 2023
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Ingår i: The European Conference on Educational Research (ECER), Glasgow.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Achievement gaps in mathematics can be found among education systems all over the world in international large-scale assessment studies (ILSAs). In almost all education systems, students’ socioeconomic status (SES) has been documented as one of the most important factors associated with achievement, known as the “socioeconomic achievement gap” (Chmielewski, 2019), while in other education systems, achievement gaps can be accounted for by gender, immigration background, ethnicity and/or urban-rural locations of schools and students (e.g., Bondy et al., 2017; Brozo et al., 2014; Song et al., 2014). In Sweden, remarkable differences can be observed between public and independent schools and the differences might be explained by a larger share of students with well-educated parents in independent schools than in public schools (Klapp Lekholm, 2008). Taking mathematics as an example, students in independent schools perform better than students from public schools in Programme for International Student Assessment (PISA), even after controlling the background variables, and the crucial difference in achievement holds consistent from PISA 2003 to PISA 2012 regardless of the sharp decline, and the advantage of independent schools has emerged over time (OECD, 2019). The types of schools (private or public as categorised in PISA) are generally differentiated by the ownership of schools. Private schools refer to schools managed directly or indirectly by a non-government organisation (such as a church, trade union, business or other private institution), while public schools are managed by a public education authority, government agency, or governing board appointed by the government or elected by a public franchise (OECD, 2020). In the Swedish context, instead of private schools, it would be more accurate to use the term independent schools, which can be run by private organisations to operate educational activities through a publicly funded voucher system (Yang Hansen & Gustafsson, 2016) and could be running for profit (Wiborg, 2015). Research also indicates that students’ motivational beliefs seem to be important for academic achievement in the Swedish education system (Klapp, 2018). Previous research has established that student self-beliefs could predict and impact academic achievement, among which self-concept and self-efficacy are the most identified ones (Bong & Skaalvik, 2003; Multon et al., 1991). Mathematics self-concept is an individual’s perceived competence in mathematics (OECD, 2013), and was found strongly related to students’ general mathematics achievement (Bong & Skaalvik, 2003; Ma & Kishor, 1997). Mathematics self-efficacy measures students’ expectations and conviction of what can be accomplished when they need to solve pure and/or applied mathematics tasks. Students’ mathematics self-efficacy had a strong direct effect on mathematics problem-solving despite their general mental ability (Pajares & Kranzler, 1995). It is well established that mathematics self-concept and self-efficacy to a varying degree are associated with students’ mathematics achievement. It has also been observed for many decades that student gender, socioeconomic status and immigration background influence academic achievement, directly and indirectly (e.g., Bondy et al., 2017; Schleicher, 2006). There is still uncertainty, however, regarding how the relations among mathematics self-concept, self-efficacy, student characteristics (SES, gender, immigrationbackground) and mathematics achievement may vary for students in different types of schools (public or independent) in the Swedish education system and over the years. The main aim of the study was to investigate the relative importance of student mathematics self-concept and self-efficacy for mathematics achievement across Swedish public and independent schools over time, concerning student characteristics such as SES, gender and immigration background.
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| 3. |
- Ding, Yi, 1992, et al.
(författare)
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The Paradoxical Relations between Students’ Self-concept, Self-efficacy and Achievement in Mathematics
- 2023
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Ingår i: American Educational Research Association (AERA) 2023, Chicago.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The study aims to study paradoxical relations between two non-cognitive factors (i.e., self-concept and self-efficacy) and achievement in mathematics. The data from PISA 2012 was used, consisting of more than 500 000 students at age 15 from 65 education systems. The study first tested the measurement invariance of mathematics self-concept and self-efficacy constructs across these education systems and found that both constructs held metric invariance. Correlation analyses were thus performed at the student, school and country levels. The results indicate that a paradoxical relation exists between mathematics self-concept and achievement at the school level for a few countries, as well as at the country level. At all levels, mathematics self-efficacy is positively correlated with achievement.
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