Cross-lagged cross-subject bidirectional predictions among achievements in mathematics, English language and Chinese language of school children

This study aimed to explore the cross-lagged association of achievements in mathematics and languages. While the effect of language on achievements in mathematics is well-documented, few studies have examined the reciprocal relationships among mathematics, the Chinese language and the English langua...

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Published inEducational psychology (Dorchester-on-Thames) Vol. 37; no. 10; pp. 1259 - 1280
Main Authors Mok, Magdalena Mo Ching, Zhu, Jinxin, Law, Cecilia Lai Kwan
Format Journal Article
LanguageEnglish
Published Dorchester-on-Thames Routledge 26.11.2017
Taylor & Francis Ltd
Subjects
Academic achievement
achievement in Chinese Language
achievement in English language
Bilingual Students
Bilingualism
Chinese
Chinese languages
Correlation
Cross-lagged association
Elementary School Students
English
English (Second Language)
English language
Foreign Countries
Gender Differences
Grade 3
Grade 6
Grade 9
Hierarchical Linear Modeling
Language of Instruction
Language Proficiency
Language Tests
longitudinal
Longitudinal Studies
Mandarin Chinese
math achievement
Mathematics
Mathematics Achievement
Mathematics Education
Mathematics Tests
Prediction
Second Language Learning
Secondary School Students
Statistical Analysis
Structural Equation Models
Hong Kong
Online AccessGet full text
ISSN0144-3410
1469-5820
DOI10.1080/01443410.2017.1334875

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Abstract This study aimed to explore the cross-lagged association of achievements in mathematics and languages. While the effect of language on achievements in mathematics is well-documented, few studies have examined the reciprocal relationships among mathematics, the Chinese language and the English language in the same study. This study conducted a secondary analysis of longitudinal achievement data collected through the Territory-wide System Assessment (TSA) in Hong Kong. The sample comprised 48,547 third-grade, unbalanced bilingual students who were measured three times over six years: in 2007 (in Grade 3), 2010 (Grade 6) and 2013 (Grade 9). Multilevel cross-lagged analysis found prior achievement in a subject was the strongest predictor of achievement in that subject three years later. Furthermore, cross-subject bidirectional prediction was found among achievements in mathematics, Chinese language and English language for students from Grade 3 to Grade 6 and from Grade 6 to Grade 9.
AbstractList This study aimed to explore the cross-lagged association of achievements in mathematics and languages. While the effect of language on achievements in mathematics is well-documented, few studies have examined the reciprocal relationships among mathematics, the Chinese language and the English language in the same study. This study conducted a secondary analysis of longitudinal achievement data collected through the Territory-wide System Assessment (TSA) in Hong Kong. The sample comprised 48,547 third-grade, unbalanced bilingual students who were measured three times over six years: in 2007 (in Grade 3), 2010 (Grade 6) and 2013 (Grade 9). Multilevel cross-lagged analysis found prior achievement in a subject was the strongest predictor of achievement in that subject three years later. Furthermore, cross-subject bidirectional prediction was found among achievements in mathematics, Chinese language and English language for students from Grade 3 to Grade 6 and from Grade 6 to Grade 9.
Audience Elementary Education
Author Zhu, Jinxin
Mok, Magdalena Mo Ching
Law, Cecilia Lai Kwan
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  surname: Law
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Snippet This study aimed to explore the cross-lagged association of achievements in mathematics and languages. While the effect of language on achievements in...
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SubjectTerms Academic achievement
achievement in Chinese Language
achievement in English language
Bilingual Students
Bilingualism
Chinese
Chinese languages
Correlation
Cross-lagged association
Elementary School Students
English
English (Second Language)
English language
Foreign Countries
Gender Differences
Grade 3
Grade 6
Grade 9
Hierarchical Linear Modeling
Language of Instruction
Language Proficiency
Language Tests
longitudinal
Longitudinal Studies
Mandarin Chinese
math achievement
Mathematics
Mathematics Achievement
Mathematics Education
Mathematics Tests
Prediction
Second Language Learning
Secondary School Students
Statistical Analysis
Structural Equation Models
Title Cross-lagged cross-subject bidirectional predictions among achievements in mathematics, English language and Chinese language of school children
URI https://www.tandfonline.com/doi/abs/10.1080/01443410.2017.1334875
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