An Analysis of the Relationships between Taiwanese Eighth and Fourth Graders' Motivational Beliefs and Science Achievement in TIMSS 2011

Autor/inn/en	Liou, Pey-Yan; Liu, Eric Zhi-Feng
Titel	An Analysis of the Relationships between Taiwanese Eighth and Fourth Graders' Motivational Beliefs and Science Achievement in TIMSS 2011
Quelle	In: Asia Pacific Education Review, 16 (2015) 3, S.433-445 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-015-9381-x
Schlagwörter	Foreign Countries; Student Motivation; Beliefs; Science Instruction; Science Achievement; Correlation; Grade 4; Grade 8; Self Concept; Student Interests; Scores; Statistical Analysis; Age Differences; Predictor Variables; Taiwan; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Schulische Motivation; Belief; Glaube; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Korrelation; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Selbstkonzept; Studieninteresse; Statistische Analyse; Age; Difference; Age difference; Altersunterschied; Prädiktor
Abstract	The purpose of this study is to examine the issues of students' motivational beliefs in science learning and their relations with science achievement. Data of Taiwanese fourth and eighth graders from the Trends in International Mathematics and Science Study 2011 were examined. Students' self-concept and intrinsic interest as motivational beliefs, and science scores in general and in different cognitive domains were used as measures in this study. A series of quantitative analyses along with statistical techniques accounting for the properties of international large-scale assessment data were utilized to investigate these issues. The results indicate that students' motivational beliefs decrease over grades. The relations between the eighth graders' motivational beliefs and science scores are positively stronger than those of the fourth graders. Meanwhile, students' self-concept has a greater predictive power than intrinsic interest for science scores in both grades. Beyond documenting students' motivational beliefs over grades, the conclusion also sheds light on the role of motivational beliefs, self-concept in particular, in explaining students' science achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01