House J Daniel
Office of Institutional Research, Northern Illinois University, DeKalb, IL 60115, USA.
J Genet Psychol. 2006 Mar;167(1):31-45. doi: 10.3200/GNTP.167.1.31-45.
Student self-beliefs are significantly related to several types of academic achievement. In addition, results from international assessments have indicated that students in Japan have typically scored above international averages (D. L. Kelly, I. V. S. Mullis, & M. O. Martin, 2000). In this study, the author examined relationships between mathematics beliefs and achievement of elementary school-aged students in the United States and Japan. The students had participated in the Third International Mathematics and Science Study (TIMSS; A. E. Beaton et al., 1996). The author examined several self-beliefs and used variance estimation techniques for complex sampling designs. The author identified a number of significant relationships between self-beliefs and mathematics achievement. Students who attributed success in mathematics to controllable factors (e.g., hard work, studying at home) showed higher test scores whereas students who attributed success in mathematics at school to external factors (e.g., good luck) tended to earn lower mathematics test scores. These results extend the findings of previous research results because the author examined large national samples of students in cross-cultural settings as part of a comprehensive international assessment.
学生的自我信念与多种学业成绩显著相关。此外，国际评估结果表明，日本学生的成绩通常高于国际平均水平（D.L.凯利、I.V.S.穆利斯和M.O.马丁，2000年）。在本研究中，作者考察了美国和日本小学阶段学生的数学信念与成绩之间的关系。这些学生参与了第三次国际数学与科学研究（TIMSS；A.E.比顿等人，1996年）。作者考察了多种自我信念，并对复杂抽样设计使用了方差估计技术。作者发现了自我信念与数学成绩之间的一些显著关系。将数学成功归因于可控因素（如努力学习、在家学习）的学生测试成绩更高，而将在学校的数学成功归因于外部因素（如好运）的学生往往数学测试成绩较低。这些结果扩展了先前研究结果，因为作者在跨文化背景下考察了大量的全国性学生样本，这是一项全面国际评估的一部分。
