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dc.contributor.advisorOsterlind, Steven J.eng
dc.contributor.authorWang, Ze, 1979-eng
dc.date.issued2008eng
dc.date.submitted2008 Summereng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on July 31, 2009)eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionThesis (Ph. D.) University of Missouri-Columbia 2008.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational and counseling psychology.eng
dc.description.abstractUsing the TIMSS 2003 data, this study built mathematics achievement models of eighth-graders in four selected countries: the United States, the Russian Federation, Singapore and South Africa. Students' motivational beliefs, parents' education level, teachers' and principals' perceptions, and other characteristics related to the classroom and school were incorporated and used to build the achievement model in each country. Hierarchical Linear Modeling was applied to the model building process with level-1 being students and level-2 being classrooms in each country. The final achievement models suggested that student self-confidence in learning mathematics, which overlaps with self-efficacy, expectancy, and self-concept, was the most important construct among other student variables, to affect eighth-graders' mathematics achievement in all four countries. The effects of other student characteristics, along with the family, teacher, and school variables, differed across the selected countries.eng
dc.identifier.merlin.b70598836eng
dc.identifier.oclc428818207eng
dc.identifier.otherWangZ-072208-D11681research.pdfeng
dc.identifier.urihttp://hdl.handle.net/10355/5520eng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartof2008 Freely available dissertations (MU)eng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2008 Dissertationseng
dc.subject.lcshAcademic achievementeng
dc.subject.lcshMathematics -- Study and teaching (Elementary)eng
dc.subject.lcshEighth grade (Education)eng
dc.subject.lcshClassroom environmenteng
dc.subject.lcshStudents -- Social conditionseng
dc.titleAcademic motivation, mathematics achievement, and the school context: building achievement models using TIMSS 2003eng
dc.typeThesiseng
thesis.degree.disciplineEducational, school, and counseling psychology (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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