The paradoxical relationship between student achievement and self-perception: a cross-national analysis based on three waves of TIMSS data

Shen, Ce; Tam, Hak-Ping

doi:10.1080/13803610801896653

Cited by 77 publications

(64 citation statements)

References 15 publications

(16 reference statements)

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“…The complexity of the test design, as well as the analytical approaches used in international large-scale studies, together make it challenging to apply these studies for policy-making. A study by Shen and Tam (2008) illustrates this scenario very well. They examined the problem of culturally different reference standards by comparing subjective indicators with student performance in TIMSS data from 1995, 1999, and 2003.…”

Section: Policy Issuesmentioning

confidence: 84%

Assessment in mathematics education: responding to issues regarding methodology, policy, and equity

Nortvedt

Buchholtz

2018

ZDM Mathematics Education

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In educational contexts, assessments may be designed to target students, preservice teachers, or teachers, either as individuals or as representatives of a group, and for a multitude of purposes. One key aim of assessment in mathematics education is to provide evidence that can be used to make decisions about or improve mathematics education, which then raises questions about which aspects of mathematical competence should be assessed-as well as how and for what purpose. This review paper addresses three related themes: (1) issues related to the assessment process and to the development of assessments that can validly assess mathematical competence in all its complexity; (2) issues related to educational policy and policy-making based on assessment data, in particular the reciprocal relationship between assessment and policy; and (3) issues related to equity, such as gender issues or the achievement gap between majority and minority students. Awareness of the relation between assessment, teaching, and learning is shown throughout the paper. Strong relationships between the three focus areas are found, that impact assessment validity and call for further development of assessment practices in mathematics education.

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Section: Policy Issuesmentioning

confidence: 84%

Assessment in mathematics education: responding to issues regarding methodology, policy, and equity

Nortvedt

Buchholtz

2018

ZDM Mathematics Education

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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 outcomes of these studies have produced their own controversies. 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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“…International comparisons have evidently shown that mathematical achievement is positively associated with attitudes toward mathematics and mathematical self-concept (e.g., Yoshino, 2012;Areepattamannil, 2012;House & Telese, 2008;Shen& Tam, 2008;Eklöf, 2007;House, 2006a;2006b;Van den Broeck, Opdenakker & Van Damme, 2005;Ma & Xu, 2004;Hammouri, 2004;Webster & Fisher, 2000;Papanastasious, 2000a;Lokan& Greenwood, 2000;Gadalla, 1999;Ma & Kishor, 1997a;1997b;Hembree, 1992). However, several authors have noted-though not necessarily deepened the discussion-that there are notable differences between the countries when it comes to the intensity of the association between the concepts (e.g., Yoshino, 2012;House & Telese, 2008;Kadijevich, 2006;Wilkins, 2004;Shen, 2002;Papanastasious, 2002;2000b;Leung, 2002;Stevenson, 1998).…”

Section: Introductionmentioning

confidence: 99%

Comparison of Mental Structures of Eighth-graders in Different Countries on the Basis of Fennema-Sherman Test

Metsämuuronen¹

2012

IJPS

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The intended factor structure of attitude scales in TIMSS 2007 dataset (N > 240, 000) is totally unstructured in several countries. There are two inseparable phenomena which explain the differences between countries. First, the ability level of the students is strictly connected with the level of maturation in thinking. Second, there are differences between countries which cannot be explained by the differences in achievement level. Four distinguishmental structures are identified: "Western" structure, "African-Asian" structure, "Middle Eastern-Asian" structure, and "high-performing East Asian" structure.

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The paradoxical relationship between student achievement and self-perception: a cross-national analysis based on three waves of TIMSS data

Cited by 77 publications

References 15 publications

Assessment in mathematics education: responding to issues regarding methodology, policy, and equity

Assessment in mathematics education: responding to issues regarding methodology, policy, and equity

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

Comparison of Mental Structures of Eighth-graders in Different Countries on the Basis of Fennema-Sherman Test

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