Motivational profiles in TIMSS mathematics : exploring student clusters across countries and time

This open access book presents a person-centered exploration of student profiles, using variables related to motivation to do school mathematics derived from the IEA’s Trends in International Mathematics and Science Study (TIMSS) data. Statistical cluster analysis is used to identify groups of stude...

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Bibliographic Details
Main Authors:	Michaelides, Michalis P, Brown, Gavin T. L, Eklöf, Hanna, Papanastasiou, Elena C
Format:	eBook Book
Language:	English
Published:	Cham SpringerOpen 2019 Springer Nature Springer International Publishing AG Springer International Publishing
Edition:	1
Series:	IEA Research for Education
Subjects:	Achievement motivation Assessment beteendevetenskapliga mätningar Cluster analysis Comparative education didactics of educational measurement Education Education: examinations and assessment Educational evaluation Educational psychology Educational systems and structures Education—Psychology International education Mathematics Mathematics > Study and teaching Mathematics > Study and teaching > Psychological aspects Mathematics achievement Mathematics curriculum Mathematics education Mathematics teachers Mathematics teaching Motivation Motivation in education Nonfiction Secondary education Secondary school mathematics Social research and statistics Society and Social Sciences Sociology Sociology and anthropology Statistics Student motivation Trends in International Mathematics and Science Study Trends in International Mathematics and Science Study (TIMSS) Canada Singapore Hong Kong Hungary Iran Norway United States Japan England Slovenia Australia
ISBN:	3030261824, 9783030261825, 9783030261832, 3030261832
Online Access:	Get full text
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Table of Contents:

Intro -- Foreword -- Acknowledgments -- Contents -- 1 Introduction to Motivational Profiles in TIMSS Mathematics -- 1.1 Motivation in Mathematics in Studies of Educational Achievement -- 1.2 A Person-Centered Approach to the Study of Motivation in TIMSS Mathematics -- 1.3 Potential to Expand the Current State of Research -- 1.4 Overview of This Book -- References -- 2 The Relationship of Motivation with Achievement in Mathematics -- 2.1 Introduction to Student Motivation -- 2.2 Theoretical Approaches to the Study of Motivation -- 2.2.1 Self-determination Theory -- 2.2.2 Expectancy-Value Theory -- 2.2.3 Self-efficacy Theory -- 2.2.4 Self-concept -- 2.2.5 Achievement Goal Theory -- 2.3 Measures of Motivation in TIMSS -- 2.4 The Relationship Between Motivation and Achievement -- 2.5 Self-reported Ratings of Motivation Across Education Systems -- 2.6 Self-reported Ratings of Motivation Across Ages -- 2.7 Another Approach to Studying the Motivation- Achievement Relationship -- References -- 3 Methodology: Cluster Analysis of Motivation Variables in the TIMSS Data -- 3.1 TIMSS Sampling -- 3.2 Jurisdictions Included in This Study -- 3.3 Instrumentation -- 3.3.1 Motivation Measures in the TIMSS 2015 Administration -- 3.3.2 Motivation Measures in the TIMSS 2007 Administration -- 3.3.3 Motivation Measures in the 1995 Administration -- 3.4 Other Variables Included in the Study -- 3.4.1 TIMSS Achievement Score Estimation -- 3.4.2 Other Variables of Interest -- 3.5 Analysis Technique -- References -- 4 Cluster Analysis Results for TIMSS 2015 Mathematics Motivation by Grade and Jurisdiction -- 4.1 Introducing the Person-Centered Approach -- 4.2 Cluster Analysis Results for the TIMSS 2015 Administration at Grade Four by Jurisdiction -- 4.2.1 Australia -- 4.2.2 Canada-Ontario -- 4.2.3 Canada-Quebec -- 4.2.4 England -- 4.2.5 Hong Kong -- 4.2.6 Hungary
4.2.7 Iran -- 4.2.8 Japan -- 4.2.9 Norway -- 4.2.10 Singapore -- 4.2.11 Slovenia -- 4.2.12 USA -- 4.3 Cluster Analysis Results for the TIMSS 2015 Administration at Grade Eight by Jurisdiction -- 4.3.1 Australia -- 4.3.2 Canada-Ontario -- 4.3.3 Canada-Quebec -- 4.3.4 England -- 4.3.5 Hong Kong -- 4.3.6 Hungary -- 4.3.7 Iran -- 4.3.8 Japan -- 4.3.9 Norway -- 4.3.10 Singapore -- 4.3.11 Slovenia -- 4.3.12 USA -- 5 Cluster Analysis Findings Over 20 Years of TIMSS -- 5.1 Summary of Cluster Analysis Results for Grade Four Samples -- 5.1.1 The TIMSS 1995 Administration -- 5.1.2 The TIMSS 2007 Administration -- 5.1.3 The TIMSS 2015 Administration -- 5.2 Summary of Cluster Analysis Results for Grade Eight Samples -- 5.2.1 The TIMSS 1995 Administration -- 5.2.2 The TIMSS 2007 Administration -- 5.2.3 The TIMSS 2015 Administration -- 5.3 Twenty-Year Patterns in TIMSS by Country and Grade -- 6 Insights from Motivational Profiles in TIMSS Mathematics -- 6.1 Examining the Role of Motivation in Educational Achievement -- 6.2 Clusters of Students Using Motivation Variables: A Person-Centered Approach -- 6.3 Motivation Clusters and Achievement -- 6.4 Motivation Clusters, and Student and Family Characteristics -- 6.5 Methodological Concerns -- 6.6 Concluding Remarks -- References -- Appendix A IBM SPSS Code for the Two-Step Cluster Analysis -- B TIMSS 1995 and 2007 Boxplots by Cluster for Each Jurisdiction -- B.1 Grade Four -- B.2 Grade Eight -- C TIMSS 1995 and 2007 Descriptive Statistics by Cluster for Each Jurisdiction -- C.1 Grade Four, TIMSS 1995 -- C.2 Grade Eight, TIMSS 1995 -- C.3 Grade Four, TIMSS 2007 -- C.4 Grade Eight, TIMSS 2007