Re‐examining factor structure of the attitudinal items from TIMSS 2003 in cross‐cultural study of mathematics self‐concept

Liu, Shujie; Meng, Lingqi

doi:10.1080/01443410.2010.501102

Cited by 24 publications

(31 citation statements)

References 34 publications

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“…This study's findings are consistent with the literature. For example, students confidence has been referred to as an important predictor of academic achievement in the studies of Liu and Meng (2010), Hammouri (2010), and Aşkın and Gökalp (2013). The educational system should clearly be focused on enhancing students' confidence, and students should be more motivated in order to be more successful.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Identifying the Classification Performances of Educational Data Mining Methods: A Case Study for TIMSS

2017

EDUC SCI-THEOR PRACT

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Educational data mining (EDM) is a rapidly growing research area, and the outputs obtained from EDM shed light on educators' and education planners' efforts to make efficient decisions concerning educational strategies. However, a lack of work still exists on using EDM methods for international assessment studies such as the International Association for the Evaluation of Educational Achievement' s Trends in International Mathematics and Science Study (IEA' s TIMSS). This study aims to fill the gap in the current literature on the latest-released TIMSS 2011 data by applying a decision tree, a Bayesian network, a logistic regression, and neural networks. The best performing algorithm in classification based on several performance measures has been found for eighth-grade Turkish students' mathematics data. During the construction of models, 11 student-based factors have been taken into account. The results show that logistic regression outperforms other algorithms in terms of measuring classification performance. The factor of student confidence has also been found as the most effective factor on eighth-grade students' mathematics achievement.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Identifying the Classification Performances of Educational Data Mining Methods: A Case Study for TIMSS

2017

EDUC SCI-THEOR PRACT

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“…Most cross-cultural studies involving TIMSS motivational constructs and achievement have been predominately between countries such as the United States, European countries, Japan, China and other East Asian Countries (e.g., Zhu and Leung 2011;Shen and Tam 2008;Liu and Meng 2010). The outcomes of these studies have produced their own controversies.…”

Section: Introductionmentioning

confidence: 99%

“…The findings from these studies often have been described as paradoxical (Shen and Tam 2008) or perplexing , in the sense that for instance self-concept has a negative relationship with achievement at the country level and a positive relation at the individual level. Moreover, Shen and Tam (2008) found that the top mathematics performing nations such as Chinese Taipei, Korea, Japan, Hong Kong, and the Netherlands comparatively reported a lower levels of affect (e.g., enjoyment for learning mathematics), whereas low-performing countries such as South Africa, Ghana, Botswana, Morocco, and Egypt generally report a higher levels of affect (e.g., enjoyment for learning mathematics) (see also Liu and Meng 2010).…”

Section: Introductionmentioning

confidence: 99%

TIMSS data in an African comparative perspective: Investigating the factors influencing achievement in mathematics and their psychometric properties

Bofah

Hannula

2015

Large-scale Assess Educ

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Relationships among motivational constructs from the 2011 Trends in International Mathematics and Science Study (TIMSS 2011) were investigated for eight-graders in all the five participating African countries, representing 38,806 (49 % girls). First, we investigated the psychometric properties (factor structure, reliabilities, method effect, and measurement invariance-country and gender) of the mathematics motivational constructs across the five educational systems. There was empirical support for the multidimensionality of the construct and the TIMSS 2011 motivational construct was largely invariant across cultures. Furthermore, a series of confirmatory factor analyses revealed that there is a need to control method effects associated with negatively worded items in the measurement model. There was support suggesting that in many cultures responses to negatively worded items are systematically different. The factor structures and reliabilities (i.e., confidence and the like mathematics scales) were affected by negatively worded items. Second, the relationships between the constructs, achievements and background variables such as parental education, gender and students' educational aspirations were investigated. We identified several significant relationships between self-belief and mathematics achievement. Differences in the latent mean achievement and the motivational construct were similar to those that have been described in the literature as "paradoxical" and "perplexing". Nations with high mathematics achievement seem to have students with more negative mathematics self-belief. Some results extend, whereas others refute the findings of previous research. For instance, the relationship between students' mathematics confidence and mathematics achievement was lower than the relationship between the value of mathematics and achievement in some countries and it was the reverse in others. However, consistent with cultural stereotypes, boys rated their mathematics competence higher than girls. The findings are discussed with reference to implications for cross-cultural research and practice.

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“…Self-confidence and ease with mathematics were key factors in explaining the variation in mathematics achievement. Furthermore, Liu and Meng (2010) used data from TIMSS 2003 to investigate low-and high-performing students' mathematics self-concepts in three East Asian societies and in the USA. Across the four societies, the self-concept of high-performing students was significantly higher than that of low-performing students.…”

Section: Studies Of High-performing Studentsmentioning

confidence: 99%

Northern Lights on PISA and TALIS

Ludvigsen¹,

Nortvedt²,

Pettersen³

et al. 2016

TemaNord

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Re‐examining factor structure of the attitudinal items from TIMSS 2003 in cross‐cultural study of mathematics self‐concept

Cited by 24 publications

References 34 publications

Identifying the Classification Performances of Educational Data Mining Methods: A Case Study for TIMSS

Identifying the Classification Performances of Educational Data Mining Methods: A Case Study for TIMSS

TIMSS data in an African comparative perspective: Investigating the factors influencing achievement in mathematics and their psychometric properties

Northern Lights on PISA and TALIS

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