Abstract
This study investigated how demographics predict mathematics achievement development and how such development predicts academic ability and job income expectations. A hypothesis model was examined through growth modeling with data collected from students studying in grades 7, 9, 11, and 12 in Taiwan (n = 4163). Data analysis revealed that the hypothesis model exhibited a good fit to the data. Compared with girls, boys exhibited higher mathematics achievement in both the start and growth of mathematics achievement. Parental education and speaking Mandarin and Taiwanese Hokkien at home played roles in both the start and growth of mathematics achievement. Speaking English at home exerted a positive effect on the start but not the growth of mathematics achievement. Speaking other foreign languages and Formosan languages at home exerted negative effects on both the start and growth of mathematics achievement. Family income and urban residence exerted a positive effect on the start but not the growth of mathematics achievement. Remote residence exerted a negative effect on the start but a positive effect on the growth of mathematics achievement. Both the start and growth of mathematics achievement played a role in students’ expectations of academic ability and job income.
Highlights
Achievement must be considered a developmental process with precedents and consequences to establish educationally meaningful measures for the desirable development of students
The model was considered a good fit to the data when the root mean square error of approximation (RMSEA) and standardized root mean square residual (SRMR) values were less than 0.080 and the comparative fit index (CFI) and Tucker-Lewis index (TLI) values were more than 0.900 [10]
The percentages of the dependent variables explained by the model were all significant at p = 0.05 (Waves 1 - 4 mathematics achievements: 88%, 71%, 79%, 58%; ability expectation: 13%; income expectations: 2%; intercept: 15%; slope: 8%)
Summary
Achievement must be considered a developmental process with precedents and consequences to establish educationally meaningful measures for the desirable development of students. Considering mathematics achievement from a developmental perspective can elucidate the entire process of how achievement develops, how it can be initiated, and how it influences student careers. Previous mathematics achievement is an accurate predictor of future mathematics achievement [1]. Demographic factors serve as a basis of human development in a given society. Expectations provide a proxy for student career development. This study used growth modeling to model the start and growth of adolescents’ mathematics achievement with demographics as precedents and expectations as consequences and to examine the related effects. (2016) Using Demographics to Predict Mathematics Achievement Development and Academic Ability and Job Income Expectations.
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