Multilevel Modeling of Science Achievement in the Timss Participating Countries

Autor/inn/en	Mohammadpour, Ebrahim; Shekarchizadeh, Ahmadreza; Kalantarrashidi, Shojae Aldin
Titel	Multilevel Modeling of Science Achievement in the Timss Participating Countries
Quelle	In: Journal of Educational Research, 108 (2015) 6, S.449-464 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.917254
Schlagwörter	Foreign Countries; Science Achievement; International Assessment; Mathematics Tests; Science Tests; Mathematics Achievement; Elementary Secondary Education; Models; Self Esteem; Family Characteristics; Gender Differences; Student Responsibility; Extracurricular Activities; Educational Environment; Urban Schools; Attendance; Grade 8; Elementary School Students; Asia; United States; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Analogiemodell; Self-esteem; Selbstaufmerksamkeit; Geschlechterkonflikt; Außerunterrichtliche Aktivität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Anwesenheit; School year 08; 8. Schuljahr; Schuljahr 08; Asien; USA
Abstract	The authors aimed to investigate the variability in science achievement as a function of student-, school- and country-level factors. Achievement scores of 134,123 eighth-grade students from 4,511 schools of 29 countries who participated in the 2007 Trends in International Mathematics and Science Study were analyzed. Multilevel modeling results showed that science achievement was driven largely by student-level factors. Students scored higher when they had more self-confidence in learning science, came from home with a higher level of family background, were boys, spent less time on nonacademic activities, and did job at home. Schools averaged higher when they had positive school climate, were located in urban areas, and there was no problem with attendance at school and shortages in resources for science instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01