Motivational Factors That Influence Student Science Achievement: A Systematic Literature Review of TIMSS Studies

Autor/inn/en	Zhang, Fa; Bae, Christine L.
Titel	Motivational Factors That Influence Student Science Achievement: A Systematic Literature Review of TIMSS Studies
Quelle	In: International Journal of Science Education, 42 (2020) 17, S.2921-2944 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Fa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1843083
Schlagwörter	Student Motivation; Science Achievement; Correlation; Self Efficacy; Expectation; Value Judgment; Psychological Needs; Theories; Elementary School Students; Middle School Students; Grade 4; Grade 8; Achievement Tests; International Assessment; Science Tests; Foreign Countries; Educational Research; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Schulische Motivation; Korrelation; Self-efficacy; Selbstwirksamkeit; Expectancy; Erwartung; Werturteil; Theory; Theorie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Bildungsforschung; Pädagogische Forschung
Abstract	In this systematic literature review, we examined the theoretical frameworks, construct operationalisation, and quantitative results as they relate to student motivation and science achievement in TIMSS studies. Our synthesis of findings derived from an international dataset present notable value in that the patterns identified regarding the influence of motivation on science achievement are nationally representative. Additionally, we present organised documentation of motivation theories used in TIMSS studies, and the alignment of constructs and tested models to these theories. Based on our findings, we identified Expectancy-Value Theory as the motivation framework that most closely aligns with the data available in the student TIMSS questionnaire, and also provide a summary of items used to measure relevant motivation constructs within this framework. These findings will inform methodological approaches in future TIMSS research, particularly in selecting items to construct and model motivation variables in a manner that is both theoretically sound and allows for comparison of results across studies. Finally, we provide a review of the methodologies and findings regarding studies that examined the relationship between motivation and science achievement. These findings shed light on which motivation factors have robust effects on students' science achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01