The Association between Cognitive Activation and Mathematics Achievement: A Multiple Mediation Model
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| Title: | The Association between Cognitive Activation and Mathematics Achievement: A Multiple Mediation Model |
|---|---|
| Language: | English |
| Authors: | Zhang, Di (ORCID |
| Source: | Educational Psychology. 2021 41(6):695-711. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Mathematics, Student Interests, Mathematics Achievement, Persistence, Cognitive Processes, Grade 8, Middle School Students |
| Geographic Terms: | China |
| DOI: | 10.1080/01443410.2021.1917520 |
| ISSN: | 0144-3410 |
| Abstract: | This study investigates the mediating roles of mathematics interest and perseverance on the effects of cognitive activation on mathematics achievement. We analysed data from a large-scale survey involving 25,969 eighth grade students from 86 schools in central China. The results show that (1) cognitive activation had a direct and positive effect on students' mathematics achievement; (2) the positive relationship between cognitive activation and mathematics achievement was prominently mediated by mathematics interest; (3) perseverance partially mediated the relationship between cognitive activation and mathematics achievement; and (4) mathematics interest and then perseverance serially mediated the relationship between cognitive activation and mathematics achievement. The implications of the findings for mathematics teachers are discussed and suggestions are made for future research. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1304308 |
| Database: | ERIC |
| Abstract: | This study investigates the mediating roles of mathematics interest and perseverance on the effects of cognitive activation on mathematics achievement. We analysed data from a large-scale survey involving 25,969 eighth grade students from 86 schools in central China. The results show that (1) cognitive activation had a direct and positive effect on students' mathematics achievement; (2) the positive relationship between cognitive activation and mathematics achievement was prominently mediated by mathematics interest; (3) perseverance partially mediated the relationship between cognitive activation and mathematics achievement; and (4) mathematics interest and then perseverance serially mediated the relationship between cognitive activation and mathematics achievement. The implications of the findings for mathematics teachers are discussed and suggestions are made for future research. |
|---|---|
| ISSN: | 0144-3410 |
| DOI: | 10.1080/01443410.2021.1917520 |
