Factors Related to the Mathematics Achievement of Resilient and Nonresilient Students with Different Genders in Top Performing Asian Countries

Abstract

Purpose: This study focused on the relationship between student-related factors and students’ mathematics achievement in top performing five Asian countries, including, Singapore, Chinese Taipei, South Korea, Japan, and Hong Kong, in TIMSS 2019 at the eighth-grade level with the specific focus on resilient and nonresilient students with different genders. Design/Methodology/Approach: The data consisted of the pooled sample of 19,652 students in total. Seven student-related factors indicated by previous researchers were tested across the resilient and nonresilient students in these Asian countries through linear multiple regression technique. Findings: As a result, valuing of mathematics and liking mathematics were found to have significant positive relationship with resilient students’ mathematics achievement while self-confidence and SES to be significantly related to only resilient male students’ achievement. In addition, for the nonresilient students, valuing mathematics, SES, liking mathematics, and discipline climate of classroom were found to be significantly positively related to achievement for both genders. Highlights: The study revealed that valuing and liking mathematics consistently contributed to higher mathematics achievement among both resilient and nonresilient students across genders. While self-confidence in mathematics and socioeconomic status (SES) were not significant for resilient female students, they emerged as important predictors for resilient male students as well as for both genders of nonresilient students. Moreover, classroom discipline climate positively influenced the achievement of nonresilient students but showed no effect on resilient students. In contrast, school belonging and experiences of bullying were not significantly related to mathematics achievement in the overall sample.