Students’ Attitudes and Perceptions

Kifer, Edward

doi:10.1007/0-306-47642-8_16

Cited by 17 publications

(16 citation statements)

References 3 publications

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“…Ma & Kishor, 1997;Marsh, 1986Marsh, , 1990Reyes, 1984;Shavelson & Bolus, 1982;Wilkins, Zembylas & Travers, 2002); however, negative relationships have also been found (Hansford & Hattie, 1982;Wang & Lin, 2008), especially in international comparative studies where students in low-performing countries have reported higher self-concept than those in highperforming countries (e.g. Kifer, 2002;Shen & Pedulla, 2000). Wilkins (2004) attributed the contradictory findings to the methodological differences (i.e.…”

Section: Relationship Between Self-concept and Achievementmentioning

confidence: 86%

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

Liu

Meng

2010

Educational Psychology

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The aims of this study were to examine the factor structure of the attitudinal questionnaire items from Trends in International Mathematics and Science Study (TIMSS) 2003 and to investigate low-and high-performing students' mathematics self-concept in East Asian societies and in the USA. The participants were 24,119 eighth-graders, 4856 from Japan, 4972 from Hong Kong, 5379 from Taiwan and 8912 from the USA. Exploratory factor analyses (EFAs) were conducted revealing a same factor structure across the four societies. The MANOVA results showed that (1) the US students reported a statistically significant higher mathematics self-concept than students in Hong Kong, Taiwan, or Japan; (2) across the four societies, high-performing students had statistically significant higher self-concept than low-performing students; and (3) the US low-performing students' selfconcept was higher than Japanese high-performing students' self-concept. The implications of these findings are discussed.

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Section: Relationship Between Self-concept and Achievementmentioning

confidence: 86%

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

Liu

Meng

2010

Educational Psychology

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“…Academic self-concept is highly domain-specific (Marsh & Hau, 2004;M€ oller et al, 2009); science self-concept refers to an individual's belief in their abilities in science alone. Both positive (Wilkins et al, 2002) and negative (Kifer, 2002) relationships have been reported with science self-concept and achievement, indicating that the role of domain-specific self-concepts and subsequent achievements require further investigation. Some research suggests that career aspira-tions modulate academic achievement (e.g., Benbow et al, 1991).…”

Section: The Role Of Individual Differencesmentioning

confidence: 99%

Local text cohesion, reading ability and individual science aspirations: key factors influencing comprehension in science classes

Hall

Kowalski

Paterson

et al. 2014

British Educational Res J

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In response to the concern of the need to improve the scientific skills of school children, this study\ud investigated the influence of text design (in terms of text cohesion) and individual differences, with\ud the aim of identifying pathways to improving science education in early secondary school (Key\ud Stage 3). One hundred and four secondary school children (56 females, 48 males), aged 12–13\ud years took part in the study. To assess the influence of local cohesion (lexical and grammatical links\ud between adjacent sentences) in science texts, we measured students’ comprehension (through multiple\ud choice questions) of science text that was high and low in local cohesion. To explore the role of\ud individual differences, students completed tests to measure general reading ability, general intelligence,\ud facets of conscientiousness, science self-concept and individual, friends and family aspirations\ud in science. Students were more accurate in answering comprehension questions after reading\ud text that was high in cohesion than low in cohesion, suggesting that high local text cohesion\ud improved students’ comprehension of science text. Reading ability predicted increased comprehension\ud for both text designs. Individual aspirations in science accounted for unique variance for comprehension\ud for high cohesion text. Implications for the teaching of secondary school science are\ud discussed

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“…Wilkins, Zembylas, and Travers (2002), consistent with previous research (see, for example, Ma & Kishor, 1997), found a positive relationship between self-concept and mathematics and science achievement for 16 countries. However, Kifer (2002) presented findings that suggested a negative relationship between self-concept and achievement, noting that students in many of the highest performing countries in terms of achievement had some of the lowest overall beliefs in their ability to perform. These seemingly contradictory findings might be reconciled by the fact that Wilkins et al conducted within-country analyses, whereas Kifer conducted between-country analyses.…”

mentioning

confidence: 99%

“…Although there have been international comparative studies conducted on self-concept in general (e.g., Bond & Cheung, 1983;Rotenburg & Cranwell, 1989;Velasco-Barraza & Muller, 1982), very few have considered mathematics or science self-concept specifically (e.g., Marsh, Kong, & Hau, 2001). Furthermore, with the exception of Wilkins et al (2002) and Kifer (2002), none of these studies involved more than a few countries and, thus, the researchers were not able to make any conclusions regarding a global view of self-concept as it relates to achievement.…”

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confidence: 99%

Mathematics and Science Self-Concept: An International Investigation

Wilkins

2004

The Journal of Experimental Education

163

135

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Using data from different countries, the author conducted an international investigation of the relationship between mean country mathematics and science self-concept and respective mean country achievement and geographic region. In addition, the relationship between self-concept and gender and age was compared for the different countries. Findings showed, at the student level, an overall positive relationship between achievement and self-concept in the countries investigated. However, at the country level, a negative relationship was found. Overall, there was a gender gap in favor of males and a developmental gap suggesting that mathematics and science self-concept decline as students grow older. Implications for mathematics and science education are discussed.

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Students’ Attitudes and Perceptions

Cited by 17 publications

References 3 publications

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

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

Local text cohesion, reading ability and individual science aspirations: key factors influencing comprehension in science classes

Mathematics and Science Self-Concept: An International Investigation

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