Motivation and Maths Achievement in Turkish Students: Are They Linked with Socio-Economic Status?

Autor/inn/en	Niehues, Wenke; Kisbu-Sakarya, Yasemin; Selcuk, Bilge
Titel	Motivation and Maths Achievement in Turkish Students: Are They Linked with Socio-Economic Status?
Quelle	In: Educational Psychology, 40 (2020) 8, S.981-1001 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Niehues, Wenke) ORCID (Kisbu-Sakarya, Yasemin) ORCID (Selcuk, Bilge)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2020.1724887
Schlagwörter	Student Motivation; Mathematics Achievement; Socioeconomic Status; Parent Attitudes; Comparative Analysis; Student Attitudes; Foreign Countries; Achievement Tests; Secondary School Students; Correlation; Cultural Context; Path Analysis; Parent Background; Educational Background; Academic Achievement; Institutional Characteristics; Competition; Collectivism; International Assessment; Academic Ability; Turkey; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schulische Motivation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Socio-economic status; Sozioökonomischer Status; Elternverhalten; Schülerverhalten; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Korrelation; Pfadanalyse; Elternhaus; Vorbildung; Schulleistung; Wettkampf; Türkei
Abstract	Turkey is an interesting context to study the applicability of the Expectancy-Value-Theory (EVT), since it is a less well-studied research context with a highly selective, centralised, and competitive education system and a more collectivistic-orientated population. In such a context, well-established factors known to drive students' achievement, as proposed by EVT, might operate differently. Therefore, we investigated how family SES, parents' education-related beliefs and schools' performance level relate to students' motivational beliefs and maths achievement in 15-year-old Turkish students. We used PISA 2012 data to compare the motivational beliefs of Turkish students to the OECD average and to test a path model predicting students' maths achievement. Results indicated that despite lower-than-average performance levels, Turkish students hold comparable or higher motivational beliefs in maths than their peers from OECD countries. The path model results revealed the strongest associations between family SES and maths achievement via schools' performance level and students' competence beliefs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01