This study examines whether seven well-funded and economically equal education systems in Asian regions (Japan, Singapore, South Korea, Taiwan, Hong Kong, Macau, and Shanghai) yield students with higher mathematics achievement, lower self-concept, higher mathematics self-efficacy, and higher intrinsic motivation, compared to the US and 57 other regions. Mathematics interest, mathematics self-concept, and mathematics self-efficacy were related to math achievement in all 65 regions. Compared to US students, those from these Asian regions had higher mathematics achievement and lower self-concept, suggesting a face culture modesty bias and a dignity culture enhancement bias. These Asian students’ self-efficacy exceeded their self-concept, further supporting their modesty bias. In contrast, US students’ self-concept exceeded their self-efficacy, evidence of their enhancement bias. Copyright © 2017 Springer International Publishing AG.
|Title of host publication||What matters? Research trends in international comparative studies in mathematics education|
|Editors||Ji-Won SON, Tad WATANABE, Jane-Jane LO|
|Place of Publication||Cham|
|Publication status||Published - 2017|
CitationChiu, M. M. (2017). Self-concept, self-efficacy, and mathematics achievement: Students in 65 regions including the US and Asia. In J.-W. Son, T. Watanabe, & J.-J. Lo (Eds.), What matters? Research trends in international comparative studies in mathematics education (pp. 267-288). Cham: Springer.
- Economic growth
- Economic inequality
- Mathematics achievement