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Download full textLee, Jihyun; Chen, Minge – EURASIA Journal of Mathematics, Science and Technology Education, 2019
This study presents empirical findings demonstrating predictive validities of noncognitive 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…
Descriptors: Achievement Tests, Foreign Countries, International Assessment, Mathematics Tests
Direct linkMohammadpour, Ebrahim; Shekarchizadeh, Ahmadreza; Kalantarrashidi, Shojae Aldin – Journal of Educational Research, 2015
The authors aimed to investigate the variability in science achievement as a function of student-, school- and country-level factors. Achievement scores of 134,123 eighth-grade students from 4,511 schools of 29 countries who participated in the 2007 Trends in International Mathematics and Science Study were analyzed. Multilevel modeling results…
Descriptors: Foreign Countries, Science Achievement, International Assessment, Mathematics Tests
Marsh, Herbert W.; Abduljabbar, Adel Salah; Morin, Alexandre J. S.; Parker, Philip; Abdelfattah, Faisal; Nagengast, Benjamin; Abu-Hilal, Maher M. – Journal of Educational Psychology, 2015
Extensive support for the seemingly paradoxical negative effects of school- and class-average achievement on academic self-concept (ASC)-the big-fish-little-pond effect (BFLPE)--is based largely on secondary students in Western countries or on cross-cultural Program for International Student Assessment studies. There is little research testing the…
Descriptors: Self Concept, Secondary School Students, Social Influences, Elementary School Students
