[-] Show simple item record

dc.contributor.advisorOsterlind, Steven J.en
dc.contributor.authorWang, Ze, 1979-en_US
dc.date.issued2008en_US
dc.date.submitted2008 Summeren
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.en_US
dc.descriptionTitle from title screen of research.pdf file (viewed on July 31, 2009)en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionThesis (Ph. D.) University of Missouri-Columbia 2008.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational and counseling psychology.en_US
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.en_US
dc.identifier.merlin.b70598836en_US
dc.identifier.oclc428818207en_US
dc.identifier.otherWangZ-072208-D11681research.pdfen_US
dc.identifier.urihttp://hdl.handle.net/10355/5520
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartof2008 Freely available dissertations (MU)en_US
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2008 Dissertations
dc.subject.lcshAcademic achievementen_US
dc.subject.lcshMathematics -- Study and teaching (Elementary)en_US
dc.subject.lcshEighth grade (Education)en_US
dc.subject.lcshClassroom environmenten_US
dc.subject.lcshStudents -- Social conditionsen_US
dc.titleAcademic motivation, mathematics achievement, and the school context: building achievement models using TIMSS 2003en_US
dc.typeThesisen_US
thesis.degree.disciplineEducational, school, and counseling psychologyen_US
thesis.degree.grantorUniversity of Missouri--Columbiaen_US
thesis.degree.levelDoctoralen_US
thesis.degree.namePh. D.en_US


Files in this item

[PDF]
[PDF]
[PDF]

This item appears in the following Collection(s)

[-] Show simple item record