Abstract
The present paper offers an exploration of the role achievement values play in the generation of mathematical achievement as measured in school grades and test scores. Based on a comparative study of 1665 German, Israeli, and Canadian 14-year-olds two hypotheses are tested. First, it is assumed that achievement value preferences have a dual role in the generation of high academic performance. On the one hand, they are assumed to facilitate a high achievement-related self-esteem, which itself is a strong covariate of good academic performance. On the other hand, they are expected to sensitize for achievement pressure from parents, which in turn increases anxiety, and henceforth lowers the achievement-related self-esteem. Secondly, it is assumed that one will find cross-cultural variation in the strength of the two postulated effects. The “positive” role of achievement values is assumed to be stronger in cultures with a more positive view on achievement (Canada, Israel), whereas the “negative” role is assumed to be stronger in cultures with a less positive view on achievement (Germany). Hypotheses were tested in a structural equation modeling frame, and are essentially confirmed. Effect sizes are, however, low, and confirmation pertains almost exclusively to grades, not to test scores as measures of mathematical abilities.
Résumé
Cette article est consacrée au rôle que joue la réussite dans la performance en mathématiques estimée par les notes et les résultats de tests. Lors d’une étude comparative de 1665 élèves, âgés de 14 ans, originaires d’Allemagne, d’Isra, l et du Canada, deux hypothèses ont été testées. Premièrement, on suppose que la réussite a un double rôle dans les résultats universitaires. D’une part, la réussite engendre le respect de soi, qui est lui-même une variable du succès universitaire. D’autre part, suite à la pression exercée par leurs parents, on attend d’eux une plus grande sensibilisation à la notion de succès. Cette pression parentale est également responsable d’une anxiété croissante, c’est pourquoi, l’estime de soi baisse. Deuxièmement, on suppose qu’il y a des variations culturelles dans l’intensité des des deux effets postulés. Le “rôle positif” de réussite est plus prononcé dans les cultures qui ont une attitude positive envers le succès (Canada, Israël), alors que le “rôle négatif” est plus prononcé dans les cultures qui ont une attitude moins positive envers le succès (Allemagne). Les hypothèses ont été testées dans le cadre des modèles des équations structurelles, et ont été pour l’essentiel confirmées. Toutefois, la grandeur des effets est réduite et la conformation des hypothèses est seulement relative aux notes et non pas aux facultés en mathématiques.
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The study reported in this article was in large parts funded by a grant from the Deutsche Forschungsgemeinschaft (DFG, Bo 929/16–1). Israeli data were collected by Dr. Jenny Kurman from the University of Haifa. Data from Canada were collected by the project’s research associate, Anna-Katharina Pelkner, who was funded through the grant from the DFG.
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Boehnke, K. Value orientations in relation to mathematical self-esteem: An exploratory study of their role in mathematical achievement among German, Israeli, and Canadian 14-year-olds. Eur J Psychol Educ 20, 227–241 (2005). https://doi.org/10.1007/BF03173554
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DOI: https://doi.org/10.1007/BF03173554