Effort counts: The moral significance of effort in the patterns of credit assignment on math learning in the Confucian cultural context
•Effort/credit relationship is one of the contributing factors to Taiwanese students’ math learning leading toward outstanding performance.•Moral significance of effort plays a key role in parental and teachers’ credit assignment to motivate students to study hard on math.•This moral significance of...
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Published in | International journal of educational development Vol. 39; pp. 157 - 162 |
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Main Authors | , , , |
Format | Journal Article |
Language | English |
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Elsevier Ltd
01.11.2014
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Abstract | •Effort/credit relationship is one of the contributing factors to Taiwanese students’ math learning leading toward outstanding performance.•Moral significance of effort plays a key role in parental and teachers’ credit assignment to motivate students to study hard on math.•This moral significance of effort manifests the deep-rooted Confucian cultural traditions of learning.
Students in East Asia, including Taiwan, stand out on international math assessments and tend to attribute their achievement to effort. This study only focuses on the cultural factor with regard to the effort/credit relationship in math learning that may contribute to students’ math performance. It aims to examine why effort is valued and how parents and teachers assign credit for students’ effort, and thereby to establish a link among effort, moral image, and credit assignment. Questionnaires containing various scenarios were administered to three groups in Taiwan: 120 parents, 89 teachers, and 121 students. The results showed that as the mediating variable, moral image acts to explain how the relationship unfolds: Higher levels of effort lead to better moral image, thus resulting in more credit being assigned. |
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AbstractList | •Effort/credit relationship is one of the contributing factors to Taiwanese students’ math learning leading toward outstanding performance.•Moral significance of effort plays a key role in parental and teachers’ credit assignment to motivate students to study hard on math.•This moral significance of effort manifests the deep-rooted Confucian cultural traditions of learning.
Students in East Asia, including Taiwan, stand out on international math assessments and tend to attribute their achievement to effort. This study only focuses on the cultural factor with regard to the effort/credit relationship in math learning that may contribute to students’ math performance. It aims to examine why effort is valued and how parents and teachers assign credit for students’ effort, and thereby to establish a link among effort, moral image, and credit assignment. Questionnaires containing various scenarios were administered to three groups in Taiwan: 120 parents, 89 teachers, and 121 students. The results showed that as the mediating variable, moral image acts to explain how the relationship unfolds: Higher levels of effort lead to better moral image, thus resulting in more credit being assigned. |
Author | Chen, Shun-Wen Wang, Hsiou-huai Fwu, Bih-jen Wei, Chih-Fen |
Author_xml | – sequence: 1 givenname: Bih-jen surname: Fwu fullname: Fwu, Bih-jen email: Janefu@ntu.edu.tw organization: Center for Teacher Education, National Taiwan University, 1, Roosevelt Road, Sec. 4, Taipei 10617, Taiwan, ROC – sequence: 2 givenname: Chih-Fen surname: Wei fullname: Wei, Chih-Fen email: cfwei@tmue.edu.tw organization: Department of Psychology and Counseling, University of Taipei, 1, Ai-Guo West Road, Taipei 10048, Taiwan, ROC – sequence: 3 givenname: Shun-Wen surname: Chen fullname: Chen, Shun-Wen email: spsychen@yahoo.com.tw organization: Institute of Learning Sciences, National Tsing Hua University, No. 101, Sec. 2, Kuang-Fu Road, Hsinchu 30013, Taiwan, ROC – sequence: 4 givenname: Hsiou-huai surname: Wang fullname: Wang, Hsiou-huai email: wanghs@ntu.edu.tw organization: Center for Teacher Education, National Taiwan University, 1, Roosevelt Road, Sec. 4, Taipei 10617, Taiwan, ROC |
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Title | Effort counts: The moral significance of effort in the patterns of credit assignment on math learning in the Confucian cultural context |
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