Literaturnachweis - Detailanzeige
| Autor/inn/en | Zhang, Fa; Bae, Christine L.; Broda, Michael |
|---|---|
| Titel | Science Self-Concept, Relatedness, and Teaching Quality: A Multilevel Approach to Examining Factors That Predict Science Achievement |
| Quelle | In: International Journal of Science and Mathematics Education, 20 (2022) 3, S.503-529 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Zhang, Fa) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1571-0068 |
| DOI | 10.1007/s10763-021-10165-2 |
| Schlagwörter | Science Achievement; Achievement Tests; International Assessment; Science Tests; Grade 8; Predictor Variables; Self Concept; Student School Relationship; Educational Quality; Student Attitudes; Trends in International Mathematics and Science Study |
| Abstract | This study investigated student and classroom level variables related to student science achievement by using the Trends in International Mathematics and Science Study (TIMSS) 2015 dataset. Multilevel modeling was applied in this secondary analysis to examine how science self-concept, school relatedness, and science teaching quality predicted student science achievement at both the student and classroom levels. Data from a total of 14,291 grade 8 students in the USA were included in the study. Results showed that after accounting for gender and SES (control variables), self-concept was a statistically significant, positive predictor of science achievement at the student level. At the classroom level, classroom-mean self-concept and sense of relatedness were both statistically significant, positive predictors of science achievement. Students' perceived teaching quality was not a statistically significant predictor at either the student or classroom level. Implications of these results for science teaching and learning are discussed. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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