Loading...
Is social media use for math learning beneficial for ethnic minority students' math identity? A socialization perspective
Hu, Xiang Zuo, Haode Lai, Chun Zhu, Gaoxia Guo, Jiesi Tan, Huiling
Hu, Xiang
Zuo, Haode
Lai, Chun
Zhu, Gaoxia
Guo, Jiesi
Tan, Huiling
Abstract
Although the educational potential of social media has been widely acknowledged, it remains unclear whether social media use might present opportunities for the development of math identity. This study drew on the socialization framework of math identity to examine the relationships between social media use for math learning, bicultural identity integration, ethnic-math beliefs and math identity among ethnic minority high school students in China. Structural equation modelling results showed that (a) social media use was positively related to math identity; (b) high bicultural identity integration was positively associated with math identity, while biased ethnic-math beliefs were negatively related to math identity and (c) social media use suppressed the socialization process of math identity, weakening the maladaptive roles of low bicultural identity integration and biased ethnic-math beliefs in shaping math identity. Our findings highlight the beneficial role of social media use in student math learning. Theoretical and practical implications are discussed.
Keywords
bicultural integration, ethnic minorities, ethnic-math beliefs, math identity, social media
Date
2024
Type
Journal article
Journal
Book
Volume
55
Issue
1
Page Range
363-378
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled
Notes
© 2023 British Educational Research Association.