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Standard Journal of Educational Research and Essay (SJERE)

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Standard Journal of Educational Research and Essay Vol. 3(10), pp. 358-381, December 2015
Copyright 2015 Standard Research Journals


Research article


The Joint Effects on Mathematics achievement: A Multi level Analysis of Person – Context Interactions


Chung Chin, Wu


Institute of Education, National Cheng Kung University, Taiwan


Author E-Mail: minin-72704@yahoo.com.tw


Academic goals directed personal attribution and the interpretations of internally and externally negative emotions, which was thought to have great impacts on learning. Personal and contextual factors may interplay with each other, and result in joint effects on mathematics achievement. The cross-level interactions of personal level variables (gender, academic goals, attribution, and emotional state-orientation personality for students) and context level variables (emotional state-orientation personality for teachers and the negative emotional transmission) on mathematics achievement were investigated in present study. Three hypotheses of cross-level interactions erected around three academic goals were tested: the inversing hypothesis, the minimizing hypothesis, and the reinforcing hypothesis. The large database composed of 14,461 high school students nested within 946 classes was adopted to provide substantial empirical evidences. Owing to hierarchical structures of the data, potential similarity within classes in math achievement, and the likely presence of cross-level interactions, the multilevel analysis were introduced. The results indicated that there were considerably variances within classes in math achievement, and most of residual variance (71.92%) could be explained by individual and contextual level variables. The cross-level interactions of inversing hypothesis was supported, it suggested that students who possessed learning goal could inverse the negative effect of negative emotional information and resulted in better mathematics achievement. The minimizing hypothesis and reinforcing hypothesis for students who possessed social goal were partly supported, because gender effect was not significant. It meant that the negative effects of intrinsically and extrinsically negative emotional information may be minimized when they proceed efforts attribution. If, however, they proceeded ability attribution, the negative effect of negative emotional information would be reinforced. Likewise, the reinforcing hypothesis for students who explicitly lacked goal and proceeded ability attribution was also evidenced identical reinforcing negative effect. Implications for practice and future researches were also discussed.

Keywords: Academic Goals, Attribution, emotional state-orientation personality, negative emotional transmission, multilevel analysis


 Stand. J. Edu. Res. Essay

Vol. 3 No. 10

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