DOI
10.5703/1288284317606
Document Type
Brief
Abstract
This study examined the effects of students’ motivational factors and school climate factors on eighth-grade math and science achievement in the U.S. using data from the 2019 Trends in International Mathematics and Science Study (TIMSS). Two-level, cross-sectional hierarchical linear models were developed to analyze the data. The results showed that there was a significant variation in math and science achievement across schools. Only students’ confidence in math and school SES had statistically significant effects on students’ math achievement. School location and school SES had statistically significant effects on science achievement.
Included in
Achieving Equity and Excellence: A Multilevel Modeling of the Relationships among School Climate, Students’ Motivation, and Achievement with TIMSS 2019
This study examined the effects of students’ motivational factors and school climate factors on eighth-grade math and science achievement in the U.S. using data from the 2019 Trends in International Mathematics and Science Study (TIMSS). Two-level, cross-sectional hierarchical linear models were developed to analyze the data. The results showed that there was a significant variation in math and science achievement across schools. Only students’ confidence in math and school SES had statistically significant effects on students’ math achievement. School location and school SES had statistically significant effects on science achievement.