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ERIC Number: EJ1142570
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0218-8791
The Effects of Motivational Constructs and Engagements on Mathematics Achievements: A Comparative Study Using TIMSS 2011 Data of Chinese Taipei, Singapore, and the USA
Ker, Hsiang-Wei
Asia Pacific Journal of Education, v37 n2 p135-149 2017
Motivational constructs and students' engagements have great impacts on students' mathematics achievements, yet they have not been theoretically investigated using international large-scale assessment data. This study utilized the mathematics data of the Trends in International Mathematics and Science Study 2011 to conduct a comparative and empirical study on exploring: (1) the changes of motivational constructs from 4th grade to 8th grade; and (2) the effects of motivational constructs from the expectancy-value model and students' engagements on mathematics achievements. The countries investigated include Chinese Taipei, Singapore, and the USA. The results showed that: (1) students' motivations deteriorate over school years; (2) self-confidence in mathematics (SCM) has the strongest relationship with mathematics achievements. Furthermore, it is evident that Singapore has the most effective schools in students' mathematics education. More findings of this comparative study are subsequently discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 4; Intermediate Grades; Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore; United States; Taiwan
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study