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Self-Concept and Science Achievement: Investigating a Reciprocal Relation Model across the Gender Classification in a Crosscultural Context
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Wang, Jianjun; Oliver, J. Steve; Staver, John R. – Journal of Research in Science Teaching, 2008
Science achievement and self-concept are articulated in this study to examine a model of reciprocal relationship during a crosscultural transition. Trend data have been gathered to assess changes of the perceived English importance before and after Hong Kong's sovereignty handover from Britain to China. The data analyses were conducted four times…
Descriptors: Science Achievement, Cultural Differences, Academic Achievement, Foreign Countries
Comparative Study of Student Science Achievement between United States and China.
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Wang, Jianjun – Journal of Research in Science Teaching, 1998
Compares the achievement in science for ninth grade students in China and the United States. Reveals a small difference between the two groups and presents a rationale for the comparison. Contains 31 references. (DDR)
Descriptors: Academic Achievement, Comparative Education, Educational Strategies, Foreign Countries
An Empirical Approach toward the Prediction of Students' Science Achievement in the United States and Hubei, China.
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Wang, Jianjun; Staver, John R. – Journal of Research in Science Teaching, 1996
Explores a possible model for the prediction of students' science achievement in China and the United States based on the ninth-grade database from Phase II of the Second IEA (International Association for the Evaluation of Science Achievement) Science Study (SISS). Compares the structure of latent factors and model complexity between the two…
Descriptors: Academic Achievement, Elementary Secondary Education, Models, Science Education
An Empirical Examination of the Effects of Family Commitment in Education on Student Achievement in Seventh Grade Science.
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Wang, Jianjun; Wildman, Louis – Journal of Research in Science Teaching, 1995
Examination of data from the Longitudinal Study of American Youth (LSAY) to find effects of family commitment in education on student achievement in seventh-grade science found that around 22% of the variance in student science achievement could be explained by the selected significant LSAY variables. (Author/MKR)
Descriptors: Achievement, Family Influence, Grade 7, Junior High School Students