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ERIC Number: EJ993983
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0950-0693
A Cross-Grade Comparison to Examine the Context Effect on the Relationships among Family Resources, School Climate, Learning Participation, Science Attitude, and Science Achievement Based on TIMSS 2003 in Taiwan
Chen, Shin-Feng; Lin, Chien-Yu; Wang, Jing-Ru; Lin, Sheau-Wen; Kao, Huey-Lien
International Journal of Science Education, v34 n14 p2089-2106 2012
This study aimed to examine whether the relationships among family resources, school climate, learning participation, science attitude, and science achievement are different between primary school students and junior high school students within one educational system. The subjects included 4,181 Grade 4 students and 5,074 Grade 8 students who participated in TIMSS 2003 in Taiwan. Using structural equation modeling, the results showed that family resources had significant positive effects for both groups of learners. Furthermore, a context effect for the structural relationship between school climate, learning participation, and science achievement was revealed. In the primary school context, Grade 4 students who perceived positive school climate participated in school activities more actively, and had better science performance. However, in the secondary school context, learning participation had a negative impact and led to lower science achievement. The implications about this result in relation to the characteristics of the two educational contexts in Taiwan were further discussed. (Contains 4 tables and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 8; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study