An international comparison of students' maths- and english-related perceptions through high school using hierarchical linear modelling

Year: 1999

Author: Watt, Helen M. G., Eccles, Jacquelynne S.

Type of paper: Refereed paper

This large-scale international comparative study addresses changes in students' maths- and English-related self-concept of ability, subjective task-value and interest. Australian (N=1323) and American (N=651) students are from two separate studies with similar designs and samples, in three cohorts spanning grades 7 to 11 in Australia and 7 to 12 in America.

Hierarchical linear models are derived modelling gender effects over time and also cohort effects where required. Gender effects appear in the expected direction for all Australian variables excepting subjective task-value of maths. In America gender effects only appear for self-concept of ability in maths, but are evident for all English perceptions. Overall, declines in student perceptions are more apparent in Australia than America, and in maths more than English. Growth trajectories are interpreted in light of contextual school and wider sociocultural factors.