情感、投入与数学素养：来自2022年PISA的东亚证据

Abstract Background International large-scale assessments permit comparative examination of affective and behavioural correlates of achievement, but whether these associations are shared or system-dependent across selected East Asian education systems remains unclear. This study examined adjusted associations among two mathematics self-efficacy indices, math anxiety, mathematics-specific behavioural engagement, and mathematical literacy in six systems participating in PISA 2022. Methods Three survey-weighted regression models were estimated using 33,824–33,854 students from Chinese Taipei, Hon