The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data.
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| Title: | The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data. |
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| Authors: | Pitsia, Vasiliki, Biggart, Andy, Karakolidis, Anastasios |
| Source: | Learning & Individual Differences. Apr2017, Vol. 55, p163-173. 11p. |
| Subjects: | Mathematics education, Academic motivation, Academic achievement, Foreign students, Educational programs, Education |
| Abstract: | Non-cognitive factors have been considered as particularly important aspects in shaping students' academic achievement. The current study aimed to examine a number of these factors in relation to the prediction of mathematics achievement among a representative sample of students in Greece. The sample consisted of 5125 15-year-old students who participated in the Programme for International Student Assessment (PISA) 2012. The study considered the extent to which students' mathematics self-beliefs, motivation to learn mathematics and attitudes towards school contributed to the prediction of their mathematics achievement. Multilevel modelling assessed both individual and school level variation, revealing that students' mathematics self-efficacy, anxiety, self-concept, instrumental motivation and attitudes towards school were statistically significant predictors of their mathematics achievement, even after controlling for their gender and school socio-economic status (SES). Policy implications are discussed based on the findings of the current research study. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning & Individual Differences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 123196619 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Pitsia%2C+Vasiliki%22">Pitsia, Vasiliki</searchLink><br /><searchLink fieldCode="AR" term="%22Biggart%2C+Andy%22">Biggart, Andy</searchLink><br /><searchLink fieldCode="AR" term="%22Karakolidis%2C+Anastasios%22">Karakolidis, Anastasios</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Learning+%26+Individual+Differences%22">Learning & Individual Differences</searchLink>. Apr2017, Vol. 55, p163-173. 11p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+students%22">Foreign students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+programs%22">Educational programs</searchLink><br /><searchLink fieldCode="DE" term="%22Education%22">Education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Non-cognitive factors have been considered as particularly important aspects in shaping students' academic achievement. The current study aimed to examine a number of these factors in relation to the prediction of mathematics achievement among a representative sample of students in Greece. The sample consisted of 5125 15-year-old students who participated in the Programme for International Student Assessment (PISA) 2012. The study considered the extent to which students' mathematics self-beliefs, motivation to learn mathematics and attitudes towards school contributed to the prediction of their mathematics achievement. Multilevel modelling assessed both individual and school level variation, revealing that students' mathematics self-efficacy, anxiety, self-concept, instrumental motivation and attitudes towards school were statistically significant predictors of their mathematics achievement, even after controlling for their gender and school socio-economic status (SES). Policy implications are discussed based on the findings of the current research study. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Learning & Individual Differences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=123196619 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1016/j.lindif.2017.03.014 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 163 Subjects: – SubjectFull: Mathematics education Type: general – SubjectFull: Academic motivation Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Foreign students Type: general – SubjectFull: Educational programs Type: general – SubjectFull: Education Type: general Titles: – TitleFull: The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pitsia, Vasiliki – PersonEntity: Name: NameFull: Biggart, Andy – PersonEntity: Name: NameFull: Karakolidis, Anastasios IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 10416080 Numbering: – Type: volume Value: 55 Titles: – TitleFull: Learning & Individual Differences Type: main |
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