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ERIC Number: EJ764539
Record Type: Journal
Publication Date: 2006
Pages: 17
Abstractor: Author
Reference Count: 63
ISSN: ISSN-0092-1815
Cognitive-Motivational Characteristics and Geometry Knowledge of Adolescent Students in Japan: Results from the TIMSS 1999 Assessment
House, J. Daniel
International Journal of Instructional Media, v33 n1 p95 Win 2006
Student self-beliefs can impact their attention and learning processes and have been considered in instructional design theories and models. The purpose of this study was to investigate the relationship between self-beliefs and mathematics achievement of adolescent students in Japan. Students included in these analyses were from the Third International Mathematics and Science Study 1999 (TIMSS 1999) International Sample (13-year-olds) from Japan. Several mathematics beliefs were examined and variance estimation procedures for complex sampling designs were used. The dependent measure used in this study was each students' geometry score on the International Mathematics assessment. There were a number of significant findings from this study. Students who held positive attitudes toward mathematics tended to have higher geometry test scores. Students who attributed success in mathematics at school to good luck tended to have lower geometry scores. These results emphasize the importance of considering student motivation and self-beliefs when designing instructional programs for mathematics learning. (Contains 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan