The relationships between affective, cognitive constructs and achievement: A model

Hing Keung LEUNG

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

One of the objectives of education reform is to improve students’ educational achievement. Therefore, it is important to get the insight on what factors affect the achievement, and how they are related. This is a significant research focusing on the relationships between affective constructs of mathematics beliefs, mathematics self-concept, mathematics teaching attitudes, mathematics teaching self-efficacy, cognitive constructs of surface and deep approaches to learning and achievement with respect to mathematics education for pre-service teachers in Hong Kong. A model of Affect-Process-Product-for-Learning (APPLE) is postulated to explain the relationships of the affective and cognitive constructs. The research is a large-scale study of 410 pre-service teachers. Comprehensive models involving affective and cognitive constructs with respect to mathematics education were explored by structural equation modeling (SEM). By competing model strategy the results of the main study indicate how affective and learning-approach characteristics influence achievement in mathematics and mathematics education. The findings also confirm the mediation role of mathematics teaching self0efficacy linking between affective constructs and learning approaches that subsequently influences the achievement. The findings are consistent with Bandura’s (1997) self-efficacy theory. Copyright © 2003 University of Macau.
Original languageEnglish
Title of host publicationProceedings of reform and initiatives in teaching and learning
Editors 梁成安
Place of PublicationMacao
PublisherUniversity of Macau
Pages332-343
ISBN (Print)999372629X
Publication statusPublished - 2003

Fingerprint

mathematics
learning
self-efficacy
education
Teaching
teacher
self-concept
mediation
Hong Kong
reform
student

Bibliographical note

Leung, S. H. K. (2003). The relationships between affective, cognitive constructs and achievement: A model. In 梁成安 (Ed.), Conference proceedings of reform and initiatives in teaching and learning (pp. 332-343). Macao: University of Macau.

Keywords

  • Affect
  • Learning
  • Model
  • SEM