Cluster Analysis Findings Over 20 Years of TIMSS

Show simple item record Michaelides, Michalis P Brown, Gavin TL Eklöf, Hanna Papanastasiou, Elena C 2022-06-09T04:22:01Z 2022-06-09T04:22:01Z 2019
dc.identifier.citation (2019). In IEA Research for Education (pp. 73-83). Springer International Publishing.
dc.identifier.isbn 9783030261825
dc.description.abstract Student motivation clusters were identified by analyzing IEA’s Trends in International Mathematics and Science Study (TIMSS) mathematics data from 1995, 2007, and 2015 at both grade four and grade eight in 12 jurisdictions. Deeper examination of the distributions of student motivation variables within each cluster revealed that high confidence scores, followed by high enjoyment scores, were generally associated with better student achievement in mathematics. Students’ value for the subject was dissociated from the other two motivation variables in at least one cluster in nearly all samples. Statistical tests indicated that mean achievement, gender composition, and mean home resources scores differed across clusters in systematic ways at both grades and across all three TIMSS administrations. Twenty years of TIMSS data reveal interesting patterns in the number of clusters, the relationships among the three motivational variables and their association with achievement, and concerning the gender composition of distinct motivational clusters. Clusters with similar mixes of motivational variables seem to produce consistent and almost universal effects across jurisdictions.
dc.publisher Springer International Publishing
dc.relation.ispartof IEA Research for Education
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.
dc.title Cluster Analysis Findings Over 20 Years of TIMSS
dc.type Book Item
dc.identifier.doi 10.1007/978-3-030-26183-2_5
pubs.begin-page 73
pubs.volume 7 2022-05-19T22:17:41Z
dc.rights.holder Copyright: International Association for the Evaluation of Educational Achievement (IEA) en
pubs.end-page 83
pubs.publication-status Published
dc.rights.accessrights en
pubs.elements-id 833340 Education and Social Work Learning Development and Professional Practice
pubs.record-created-at-source-date 2022-05-20 2019-09-04

Files in this item

Find Full text

This item appears in the following Collection(s)

Show simple item record


Search ResearchSpace