Academic motivation, mathematics achievement, and the school context: building achievement models using TIMSS 2003

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Academic motivation, mathematics achievement, and the school context: building achievement models using TIMSS 2003

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/5520

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dc.contributor.advisor Osterlind, Steven J. en
dc.contributor.author Wang, Ze, 1979- en_US
dc.date.accessioned 2010-02-23T16:33:04Z
dc.date.available 2010-02-23T16:33:04Z
dc.date.issued 2008 en_US
dc.date.submitted 2008 Summer en
dc.identifier.other WangZ-072208-D11681research.pdf en_US
dc.identifier.uri http://hdl.handle.net/10355/5520
dc.description The 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. en_US
dc.description Title from title screen of research.pdf file (viewed on July 31, 2009) en_US
dc.description Includes bibliographical references. en_US
dc.description Thesis (Ph. D.) University of Missouri-Columbia 2008. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Educational and counseling psychology. en_US
dc.description.abstract Using 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. en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.relation.ispartof 2008 Freely available dissertations (MU) en_US
dc.subject.lcsh Academic achievement en_US
dc.subject.lcsh Mathematics -- Study and teaching (Elementary) en_US
dc.subject.lcsh Eighth grade (Education) en_US
dc.subject.lcsh Classroom environment en_US
dc.subject.lcsh Students -- Social conditions en_US
dc.title Academic motivation, mathematics achievement, and the school context: building achievement models using TIMSS 2003 en_US
dc.type Thesis en_US
thesis.degree.discipline Educational, school, and counseling psychology en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ph. D. en_US
thesis.degree.level Doctoral en_US
dc.identifier.merlin .b70598836 en_US
dc.identifier.oclc 428818207 en_US
dc.relation.ispartofcommunity University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2008 Dissertations


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