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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 0000-0003-0926-5753), Wang, Chan (ORCID 0000-0002-1442-8484), Yang, Yuandu (ORCID 0000-0002-9053-596X)
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
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
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  Data: The Association between Cognitive Activation and Mathematics Achievement: A Multiple Mediation Model
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  Data: English
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Zhang%2C+Di%22">Zhang, Di</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0926-5753">0000-0003-0926-5753</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wang%2C+Chan%22">Wang, Chan</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1442-8484">0000-0002-1442-8484</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yang%2C+Yuandu%22">Yang, Yuandu</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9053-596X">0000-0002-9053-596X</externalLink>)
– Name: TitleSource
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  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology%22"><i>Educational Psychology</i></searchLink>. 2021 41(6):695-711.
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  Label: Availability
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  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Persistence%22">Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/01443410.2021.1917520
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0144-3410
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2021
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  Label: Accession Number
  Group: ID
  Data: EJ1304308
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1304308
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      – Type: doi
        Value: 10.1080/01443410.2021.1917520
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 695
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Mathematics
        Type: general
      – SubjectFull: Student Interests
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Persistence
        Type: general
      – SubjectFull: Cognitive Processes
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      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: China
        Type: general
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      – TitleFull: The Association between Cognitive Activation and Mathematics Achievement: A Multiple Mediation Model
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            NameFull: Zhang, Di
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            NameFull: Wang, Chan
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            NameFull: Yang, Yuandu
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              Y: 2021
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              Value: 41
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            – TitleFull: Educational Psychology
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