Chinese Australians’ Chineseness and their mathematics achievement: the role of habitus

Abstract

Large-scale international comparative studies and cross-ethnic studies have revealed that Chinese students, living either in China or overseas, consistently outperform their counterparts in mathematics. Empirical research has discussed psychological, educational, and cultural reasons behind Chinese students' better mathematics performance. However, there is scant sociological investigation of this phenomenon. The current mixed methods study aims to make a contribution in this regard. The study conceptualises Chineseness through Bourdieu's sociological notion of habitus and considers this habitus of Chineseness generating, but not determining, mechanism that underpins commitment to mathematics learning. The study firstly analyses the responses of 230 Chinese Australian participants to a set of questionnaire items. Results indicate that the habitus of Chineseness significantly mediates the relationship between participants' commitment to mathematics learning and their mathematics achievement. The study then reports on the interviews with five participants to add nuances and dynamics to the mediating role of habitus of Chineseness. The study complements the existing literature by providing sociological insight into the better mathematics achievement of Chinese students.

What Keeps Chinese Students Motivated in Doing Math Homework? An Empirical Investigation

“…Meanwhile, what do we make out of the finding that value expectancy was negatively associated with motivation management? As math is viewed as critically important in Chinese society in that (a) math learning is rooted in Confucian culture and embedded with being "Chineseness" (Mu, 2014) and (b) math is a compulsory element in the National College Entrance Examination (X. Sun & Wong, 2005), one likely explanation is that those Chinese students who rated higher in value belief in doing math homework may have less a need to keep themselves motivated in doing math homework.…”

“…It believes more in effort exerted (rather than ability inherited) as the route for educational success (Chen & Uttal, 1988;Rao, Moely, & Sachs, 2000;Salili, Zhou, & Hoosain, 2003), emphasizing the value of diligence, endurance of hardship, steadfastness, and concentration (Li, 2001). In addition, Chinese culture places specific emphasis on math learning; doing well in math is embedded with being "Chineseness" (Mu, 2014), which can be traced back in ancient Chinese classics (e.g., one of the six important skills; Siu, 1995). Not surprisingly, these values affect how Chinese approach homework (with math homework in particular) as one of the major after-school activities.…”

“…The current investigation attempts to fill this gap by examining empirical models of motivation management in the context of math homework for Chinese students. A study such as this may shed new light on factors that keep students motivated in math homework, because Chinese students often hold more positive attitudes about homework (e.g., Cai, 2003;Hong, Wan, & Peng, 2011), and because they tend to surpass students in many other countries in a series of international assessments of math achievement (e.g., Mu, 2014;Sellar & Lingard, 2013;TIMSS;Wang, 2004).…”

Research on University Computer Foundation Teaching in Blended Learning

“…Faced with fast knowledge and knowledge update speed, the traditional classroom is to ignore the dominant position of the learners and not conducive to stimulate the learning interesting of students. [1] University computer foundation plays an important part in university course. In university computer foundation courses teachers impress on lecturing-based teaching method, which is that teachers can effectively organize and monitor the teaching activities.…”

An exploration of Chinese students’ learning experiences in China-Australia ‘2+2’ articulation programmes: in between two systems

“…On the other hand, "they see memorisation as a path to understanding and vice versa" (Tweed & Lehman, 2002, p. 93). For instance, through both in-depth critical investigating and memorising formulas, CHC background students often achieve better learning outcomes than Western students in some subjects, such as mathematics and science (Biggs, 1994;Mu, 2014a). These learning strategies have become a universal identifier of Chinese students (Biggs, 1994).…”