NURTURING FACTORS THAT PROMOTE MATHEMATICS ACHIEVEMENT IN MAINLAND CHINA
ZHA ZIXIU; LIU PENGZHIt; TAO XIAOYONG
1996
发表期刊Journal of Educational Research
文章类型期刊论文
卷号25期号:6页码:535-543
摘要

Thirty-five Olympians (33 males and 2 females) and their parents participated in this study. The instruments consisted of Olympians'/Parents' Questionnaires, Self-confidence and attitude attribute Scales, and the Inventory of Parental Influence. The main results were as follows. Most of the Olympians came from intellectual families (both parents occupied high-status positions and had high levels of education). Most of the families had one or two children (25.7% were the only child in the family). Most Olympians studied in key middle schools and received instruction from teachers with excellent math backgrounds; more than half were enrolled in gifted classes in high schools. Most of the Olympians graduated from senior high school at the age of 17 or 18 and all had the highest grades ("excellent") in mathematics and most had "excellent/good" report card grades in all school subjects; however, they had few chances to learn to use computers. Most of the Olympians credit the Math Olympiad program with promoting the development of their math potential and producing positive changes in learning attitudes as well. ) 1997 Elsevier Science Ltd. All rights reserved

收录类别SCI
语种英语
文献类型期刊论文
条目标识符http://ir.psych.ac.cn/handle/311026/22169
专题中国科学院心理研究所回溯数据库(1956-2010)
作者单位1.Institute of Psychology, Chinese Academy of Sciences
2.High School Attached to the People's University of China
3.Beijing Educational Institute
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GB/T 7714
ZHA ZIXIU,LIU PENGZHIt,TAO XIAOYONG. NURTURING FACTORS THAT PROMOTE MATHEMATICS ACHIEVEMENT IN MAINLAND CHINA[J]. Journal of Educational Research,1996,25(6):535-543.
APA ZHA ZIXIU,LIU PENGZHIt,&TAO XIAOYONG.(1996).NURTURING FACTORS THAT PROMOTE MATHEMATICS ACHIEVEMENT IN MAINLAND CHINA.Journal of Educational Research,25(6),535-543.
MLA ZHA ZIXIU,et al."NURTURING FACTORS THAT PROMOTE MATHEMATICS ACHIEVEMENT IN MAINLAND CHINA".Journal of Educational Research 25.6(1996):535-543.
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