Learning Strategies as Moderators Between Motivation and Mathematics Performance in East Asian Students: Latent Class Analysis

This study applied a three-step latent class analysis (LCA) approach to explore latent classes of learning strategy use and their moderation effects on the relationships between motivation and mathematics performance. The data of 15-year-old students from five East Asian educational systems related...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Yi-Jhen Wu, Yi-Hsin Chen, Sarah M. Kiefer, Claus H. Carstensen
Formato:	article
Lenguaje:	EN
Publicado:	SAGE Publishing 2021
Materias:	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
Acceso en línea:	https://doaj.org/article/82693bf72add4a44a359faea1306da18
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:82693bf72add4a44a359faea1306da18
record_format	dspace
spelling	oai:doaj.org-article:82693bf72add4a44a359faea1306da182021-12-02T02:04:55ZLearning Strategies as Moderators Between Motivation and Mathematics Performance in East Asian Students: Latent Class Analysis2158-244010.1177/21582440211061382https://doaj.org/article/82693bf72add4a44a359faea1306da182021-11-01T00:00:00Zhttps://doi.org/10.1177/21582440211061382https://doaj.org/toc/2158-2440This study applied a three-step latent class analysis (LCA) approach to explore latent classes of learning strategy use and their moderation effects on the relationships between motivation and mathematics performance. The data of 15-year-old students from five East Asian educational systems related to Chinese culture in the Programme of International Student Assessment (PISA) in 2012 were analyzed. The findings indicated that Shanghai, Singapore, Taiwan, and Macau showed three latent classes of learning strategies, whereas Hong Kong had two latent classes. Most students in the five educational systems reported to use the control strategy, some students reported the use of combined learning strategies, and few students reported the use of memorization except for students in Shanghai. Furthermore, we found the moderation effects of learning strategy use on mathematics performance depended on the types of motivation and educational systems. This study provides insights into the advantages of a three-step LCA approach in educational research.Yi-Jhen WuYi-Hsin ChenSarah M. KieferClaus H. CarstensenSAGE PublishingarticleHistory of scholarship and learning. The humanitiesAZ20-999Social SciencesHENSAGE Open, Vol 11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
spellingShingle	History of scholarship and learning. The humanities AZ20-999 Social Sciences H Yi-Jhen Wu Yi-Hsin Chen Sarah M. Kiefer Claus H. Carstensen Learning Strategies as Moderators Between Motivation and Mathematics Performance in East Asian Students: Latent Class Analysis
description	This study applied a three-step latent class analysis (LCA) approach to explore latent classes of learning strategy use and their moderation effects on the relationships between motivation and mathematics performance. The data of 15-year-old students from five East Asian educational systems related to Chinese culture in the Programme of International Student Assessment (PISA) in 2012 were analyzed. The findings indicated that Shanghai, Singapore, Taiwan, and Macau showed three latent classes of learning strategies, whereas Hong Kong had two latent classes. Most students in the five educational systems reported to use the control strategy, some students reported the use of combined learning strategies, and few students reported the use of memorization except for students in Shanghai. Furthermore, we found the moderation effects of learning strategy use on mathematics performance depended on the types of motivation and educational systems. This study provides insights into the advantages of a three-step LCA approach in educational research.
format	article
author	Yi-Jhen Wu Yi-Hsin Chen Sarah M. Kiefer Claus H. Carstensen
author_facet	Yi-Jhen Wu Yi-Hsin Chen Sarah M. Kiefer Claus H. Carstensen
author_sort	Yi-Jhen Wu
title	Learning Strategies as Moderators Between Motivation and Mathematics Performance in East Asian Students: Latent Class Analysis
title_short	Learning Strategies as Moderators Between Motivation and Mathematics Performance in East Asian Students: Latent Class Analysis
title_full	Learning Strategies as Moderators Between Motivation and Mathematics Performance in East Asian Students: Latent Class Analysis
title_fullStr	Learning Strategies as Moderators Between Motivation and Mathematics Performance in East Asian Students: Latent Class Analysis
title_full_unstemmed	Learning Strategies as Moderators Between Motivation and Mathematics Performance in East Asian Students: Latent Class Analysis
title_sort	learning strategies as moderators between motivation and mathematics performance in east asian students: latent class analysis
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/82693bf72add4a44a359faea1306da18
work_keys_str_mv	AT yijhenwu learningstrategiesasmoderatorsbetweenmotivationandmathematicsperformanceineastasianstudentslatentclassanalysis AT yihsinchen learningstrategiesasmoderatorsbetweenmotivationandmathematicsperformanceineastasianstudentslatentclassanalysis AT sarahmkiefer learningstrategiesasmoderatorsbetweenmotivationandmathematicsperformanceineastasianstudentslatentclassanalysis AT claushcarstensen learningstrategiesasmoderatorsbetweenmotivationandmathematicsperformanceineastasianstudentslatentclassanalysis
_version_	1718402716484501504

Learning Strategies as Moderators Between Motivation and Mathematics Performance in East Asian Students: Latent Class Analysis

Ejemplares similares