東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The relationship between gifted and ...

Yang, Yang.

FindBook

Google Book

Amazon

博客來

The relationship between gifted and general secondary school students' perceptions of the classroom quality and their mathematics achievement in China.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship between gifted and general secondary school students' perceptions of the classroom quality and their mathematics achievement in China./
作者:	Yang, Yang.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
面頁冊數:	170 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-04(E), Section: A.
Contained By:	Dissertation Abstracts International74-04A(E).
標題:	Gifted education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3545417
ISBN:	9781267776471

The relationship between gifted and general secondary school students' perceptions of the classroom quality and their mathematics achievement in China.
Yang, Yang.

The relationship between gifted and general secondary school students' perceptions of the classroom quality and their mathematics achievement in China. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 170 p.

Source: Dissertation Abstracts International, Volume: 74-04(E), Section: A.

Thesis (Ph.D.)--Purdue University, 2012.

Investigating students' perceptions of their classroom environment is one of the ways researchers and educators can effectively determine what factors may benefit students' learning. Student Perceptions of Classroom Quality (SPOCQ; Gentry & Owen, 2004) was used with a group of Chinese gifted and general secondary students in the study. SPOCQ measures students' perceived appeal, challenge, choice, meaningfulness, and academic self-efficacy in their classes, five factors closely related to students' motivation and learning. The purpose of this study was threefold: to investigate if the Chinese version of the SPOCQ instrument (SPOCQ-C) yields reliable and valid data when used with gifted and general Chinese students at the secondary level; to determine what motivational factors as measured by the SPOCQ-C instrument contribute to predicting the mathematics achievement of secondary students in China; and to investigate differences in the perceptions of gifted and general students, and male and female students. Participants included 486 gifted students and 580 general students from two secondary schools in China. Internal consistency reliability estimates and confirmatory factor analyses revealed that SPOCQ-C consisted of five factors measured by 34 items, the same as its original version. Although the sample could hardly represent the whole population of Chinese secondary students, it was heterogeneous in that it included students from two cities located in mid and south China, and gifted students who were enrolled in regular classes and in self-contained classes. Results of this study provided preliminary evidence in using the instrument with heterogeneous Chinese students at the secondary level. Structural equation modeling approaches were used to examine the causal relationships between the five factors and students' mathematics achievement. Results demonstrated that within students' Zone of Proximal Development, students' perceived levels of challenge directly predicted their mathematics performance. Students' self-efficacy beliefs not only influenced their learning but also predicted their mathematics achievement. Gifted students tended to have higher achievement in mathematics when they saw connections between what they learned and what they experienced in real life. Measurement invariance testing revealed that items on SPOCQ-C functioned equivalently across gifted and general students, and across male and female students. Further mean comparisons provided evidence that gifted students in mixed-ability classes perceived significantly higher levels of challenge and self-efficacy in mathematics classes than their general peers. Besides higher levels of challenge and self-efficacy, gifted students in self-contained classes perceived their mathematics classes to be as appealing as and have more choices than gifted students in regular classes.

ISBN: 9781267776471Subjects--Topical Terms:

3172499
Gifted education.

The relationship between gifted and general secondary school students' perceptions of the classroom quality and their mathematics achievement in China.
LDR:03890nmm a2200301 4500 001 2128087
005 20180105074631.5
008 180830s2012 ||||||||||||||||| ||eng d
020 $a 9781267776471
035 $a (MiAaPQ)AAI3545417
035 $a AAI3545417
040 $a MiAaPQ $c MiAaPQ
100 1 $a Yang, Yang. $3 1030201
245 1 4 $a The relationship between gifted and general secondary school students' perceptions of the classroom quality and their mathematics achievement in China.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2012
300 $a 170 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-04(E), Section: A.
500 $a Adviser: Marcia Gentry.
502 $a Thesis (Ph.D.)--Purdue University, 2012.
520 $a Investigating students' perceptions of their classroom environment is one of the ways researchers and educators can effectively determine what factors may benefit students' learning. Student Perceptions of Classroom Quality (SPOCQ; Gentry & Owen, 2004) was used with a group of Chinese gifted and general secondary students in the study. SPOCQ measures students' perceived appeal, challenge, choice, meaningfulness, and academic self-efficacy in their classes, five factors closely related to students' motivation and learning. The purpose of this study was threefold: to investigate if the Chinese version of the SPOCQ instrument (SPOCQ-C) yields reliable and valid data when used with gifted and general Chinese students at the secondary level; to determine what motivational factors as measured by the SPOCQ-C instrument contribute to predicting the mathematics achievement of secondary students in China; and to investigate differences in the perceptions of gifted and general students, and male and female students. Participants included 486 gifted students and 580 general students from two secondary schools in China. Internal consistency reliability estimates and confirmatory factor analyses revealed that SPOCQ-C consisted of five factors measured by 34 items, the same as its original version. Although the sample could hardly represent the whole population of Chinese secondary students, it was heterogeneous in that it included students from two cities located in mid and south China, and gifted students who were enrolled in regular classes and in self-contained classes. Results of this study provided preliminary evidence in using the instrument with heterogeneous Chinese students at the secondary level. Structural equation modeling approaches were used to examine the causal relationships between the five factors and students' mathematics achievement. Results demonstrated that within students' Zone of Proximal Development, students' perceived levels of challenge directly predicted their mathematics performance. Students' self-efficacy beliefs not only influenced their learning but also predicted their mathematics achievement. Gifted students tended to have higher achievement in mathematics when they saw connections between what they learned and what they experienced in real life. Measurement invariance testing revealed that items on SPOCQ-C functioned equivalently across gifted and general students, and across male and female students. Further mean comparisons provided evidence that gifted students in mixed-ability classes perceived significantly higher levels of challenge and self-efficacy in mathematics classes than their general peers. Besides higher levels of challenge and self-efficacy, gifted students in self-contained classes perceived their mathematics classes to be as appealing as and have more choices than gifted students in regular classes.
590 $a School code: 0183.
650 4 $a Gifted education. $3 3172499
650 4 $a Secondary education. $3 2122779
650 4 $a Mathematics education. $3 641129
690 $a 0445
690 $a 0533
690 $a 0280
710 2 $a Purdue University. $b Educational Studies. $3 1019053
773 0 $t Dissertation Abstracts International $g 74-04A(E).
790 $a 0183
791 $a Ph.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3545417