Author(s): Chen C, Stevenson HW
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Abstract This study examined the motivation and mathematics achievement of Asian-American, Caucasian-American, and East Asian students. Subjects were 304 Asian-American, 1,958 Caucasian-American, 1,475 Chinese (Taiwan), and 1,120 Japanese eleventh graders (mean age = 17.6 years). Students were given a curriculum-based mathematics test and a questionnaire. Mathematics scores of the Asian-American students were higher than those of Caucasian-American students but lower than those of Chinese and Japanese students. Factors associated with the achievement of Asian-American and East Asian students included having parents and peers who hold high standards, believing that the road to success is through effort, having positive attitudes about achievement, studying diligently, and facing less interference with their schoolwork from jobs and informal peer interactions. Contrary to the popular belief that Asian-American students' high achievement necessarily takes a psychological toll,they were found not to report a greater frequency of maladjustive symptoms than Caucasian-American students.
This article was published in Child Dev
and referenced in International Journal of School and Cognitive Psychology