The double‐edged sword effect of reading self‐concept on math achievement: Additional insights for making dimensional comparisons DOI
Yuyang Cai, Zhu Li-ping, Yan Yang

et al.

Psychology in the Schools, Journal Year: 2024, Volume and Issue: unknown

Published: Oct. 22, 2024

Abstract A common belief underlying the dimensional comparison theory is that reading self‐concept has a positive relation to achievement but negative math achievement. However, this incomplete and potentially misleading as supporting evidence usually derived from studies without simultaneously considering mediated effect of through The current study examined direct indirect effects on achievement, using PISA 2018 data 501,766 students across 74 countries/territories. Multilevel structural equation modeling was performed control for confounding variances school level above. results showed had while also exerting Overall, outperformed We concluded exerted double‐edged These should be able shed new light contrasting academic

Language: Английский

The AI Motivation Scale (AIMS): a self-determination theory perspective DOI Creative Commons
Jiajing Li, Ronnel B. King, Ching Sing Chai

et al.

Journal of Research on Technology in Education, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 22

Published: April 14, 2025

Language: Английский

Citations

0
The double‐edged sword effect of reading self‐concept on math achievement: Additional insights for making dimensional comparisons DOI
Yuyang Cai, Zhu Li-ping, Yan Yang

et al.

Psychology in the Schools, Journal Year: 2024, Volume and Issue: unknown

Published: Oct. 22, 2024

Abstract A common belief underlying the dimensional comparison theory is that reading self‐concept has a positive relation to achievement but negative math achievement. However, this incomplete and potentially misleading as supporting evidence usually derived from studies without simultaneously considering mediated effect of through The current study examined direct indirect effects on achievement, using PISA 2018 data 501,766 students across 74 countries/territories. Multilevel structural equation modeling was performed control for confounding variances school level above. results showed had while also exerting Overall, outperformed We concluded exerted double‐edged These should be able shed new light contrasting academic

Language: Английский

Citations

0