Cross-Country Predictive Validities of Non-cognitive Variables for Mathematics Achievement : Evidence based on TIMSS 2015

This study presents empirical findings demonstrating predictive validities of non-cognitive variables for mathematics achievement among primary and secondary school students from cross-country perspectives. Results based on TIMSS 2015 assessment showed that confidence was a moderately strong predict...

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Bibliographic Details
Published in:Eurasia Journal of Mathematics, Science and Technology Education Vol. 15; no. 8; p. em1725
Main Authors: Lee, Jihyun, Chen, Minge
Format: Journal Article
Language:English
Published: East Sussex Modestum 2019
Subjects:
Academic achievement
Achievement Tests
Bullying
Correlation
Cross Cultural Studies
Elementary School Students
Foreign Countries
Grade 4
Grade 8
International Assessment
International comparisons
Learning Processes
Mathematics
Mathematics Achievement
Mathematics education
Mathematics Tests
Predictive Validity
Predictor variables
Primary secondary education
Secondary School Students
Self Concept
Self Esteem
Student Attitudes
Student characteristics
Student Interests
Student School Relationship
Teaching Methods
Trends in International Mathematics and Science Study (TIMSS)
Middle East
New Zealand
Asia
Europe
Africa
Australia
North America
Latin America
ISSN:1305-8215, 1305-8223, 1305-8223
Online Access:Get full text
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Summary:This study presents empirical findings demonstrating predictive validities of non-cognitive variables for mathematics achievement among primary and secondary school students from cross-country perspectives. Results based on TIMSS 2015 assessment showed that confidence was a moderately strong predictor of mathematics achievement in all TIMSS participant countries (100%). Interest, on the other hand, was a moderately strong predictor in most countries for eighth-graders (77%) but only in about a dozen countries for fourth-graders (20%), showing a stronger interest-achievement link for the secondary school students, from the cross-national perspective. The sense of belonging measure demonstrated a lack of its relevance to primary school students' achievement. Further, bullying showed predictive relevance for student achievement only in three countries (South Africa, Jordan, and Egypt). The study concludes that while confidence was a universally relevant predictor of student achievement across all countries/regions, predictive utilities of interest, sense of belonging, and bullying appeared to be heavily dependent on a grade-level and country/regional context. [Author abstract]
Bibliography:Eurasia Journal of Mathematics, Science and Technology Education; v.15 n.8; 2019
16p. Refereed article. Includes bibliographical references.
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ISSN:1305-8215
1305-8223
1305-8223
DOI:10.29333/ejmste/106230