Cross-Country Predictive Validities of Non-Cognitive Variables for Mathematics Achievement: Evidence Based on TIMSS 2015

Autor/inn/en	Lee, Jihyun; Chen, Minge
Titel	Cross-Country Predictive Validities of Non-Cognitive Variables for Mathematics Achievement: Evidence Based on TIMSS 2015
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 15 (2019) 8, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Achievement Tests; Foreign Countries; International Assessment; Mathematics Tests; Mathematics Achievement; Predictive Validity; Cross Cultural Studies; Elementary School Students; Secondary School Students; Self Esteem; Student Interests; Grade 8; Grade 4; Correlation; Bullying; Self Concept; Student School Relationship; Learning Processes; Teaching Methods; Student Attitudes; Europe; Asia; Middle East; Latin America; North America; Africa; New Zealand; Australia; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Cultural comparison; Kulturvergleich; Sekundarschüler; Self-esteem; Selbstaufmerksamkeit; Studieninteresse; School year 08; 8. Schuljahr; Schuljahr 08; School year 04; 4. Schuljahr; Schuljahr 04; Korrelation; Mobbing; Selbstkonzept; Schüler-Lehrer-Beziehung; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Europa; Asien; Vorderasien; Lateinamerika; Nordamerika; Afrika; Neuseeland; Australien
Abstract	This study presents empirical findings demonstrating predictive validities of noncognitive variables for mathematics achievement among primary and secondary school students from cross-country perspectives. Results based on TIMSS 2015 assessment showed that confidence was a moderately strong predictor of mathematics achievement in all TIMSS participant countries (100%). Interest, on the other hand, was a moderately strong predictor in most countries for eighth-graders (77%) but only in about a dozen countries for fourth-graders (20%), showing a stronger interest-achievement link for the secondary school students, from the cross-national perspective. The sense of belonging measure demonstrated a lack of its relevance to primary school students' achievement. Further, bullying showed predictive relevance for student achievement only in three countries (South Africa, Jordan, and Egypt). The study concludes that while confidence was a universally relevant predictor of student achievement across all countries/regions, predictive utilities of interest, sense of belonging, and bullying appeared to be heavily dependent on a grade-level and country/regional context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01