caa a22 4500 477140483 CHVBK 20180405111731.0 cr unu---uuuuu 170330e19970601xx s 000 0 eng 10.1023/A:1024785812050 doi (NATIONALLICENCE)springer-10.1023/A:1024785812050 Attitude Toward Self, Social Factors, and Achievement in Mathematics: A Meta-Analytic Review [Elektronische Daten] [Xin Ma, Nand Kishor] This meta-analysis integrated 143 primary studies on the relationship of attitude toward self and social factors with achievement in mathematics. Attitude was decomposed into self-concept about mathematics, perception of family support, and perception of mathematics as a male domain. Major findings included: (a) self-concept, family support, and mathematics as a male domain were all related to achievement; (b) the three relationships did not show significant gender differences; (c) the three relationships consistently decreased from the junior high grades to the senior high grades; (d) the relationship between self-concept and achievement varied as a function of ethnicity, whereas the relationship between family support and achievement was consistent across ethnic background; (e) the three relationships all varied across sample selection; (f) the relationship between self-concept and achievement varied with sample size, whereas the relationships of family support and mathematics as a male domain with achievement were sample-size invariant; (g) the relationship between self-concept and achievement increased over time, whereas the relationships of family support and mathematics as a male domain with achievement remained almost unchanged over time; and (h) there were no statistically significant interaction effects among gender, grade, and ethnicity for any of the three relationships. Plenum Publishing Corporation, 1997 mathematics achievement nationallicence mathematics self-concept nationallicence gender nationallicence family support nationallicence Ma Xin The Atlantic Centre for Policy Research in Education, The University of New Brunswick, E3B 6E3, Fredericton, New Brunswick, Canada aut Kishor Nand Department of Educational Psychology and Special Education, The University of British Columbia, V6T 1Z4, Vancouver, British Columbia, Canada aut Educational Psychology Review Kluwer Academic Publishers-Plenum Publishers 9/2(1997-06-01), 89-120 1040-726X 9:2<89 1997 9 10648 https://doi.org/10.1023/A:1024785812050 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1023/A:1024785812050 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Ma Xin The Atlantic Centre for Policy Research in Education, The University of New Brunswick, E3B 6E3, Fredericton, New Brunswick, Canada aut NATIONALLICENCE 700 1- Kishor Nand Department of Educational Psychology and Special Education, The University of British Columbia, V6T 1Z4, Vancouver, British Columbia, Canada aut NATIONALLICENCE 773 0- Educational Psychology Review Kluwer Academic Publishers-Plenum Publishers 9/2(1997-06-01), 89-120 1040-726X 9:2<89 1997 9 10648 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer