کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4939988 | 1436368 | 2017 | 11 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data
ترجمه فارسی عنوان
نقش اعتقادات، انگیزه و نگرش دانشجویان در پیشبینی دستاورد ریاضی: یک تجزیه و تحلیل چندسطحی از برنامه برای ارزیابی اطلاعات بین المللی دانش آموزان
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
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.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Individual Differences - Volume 55, April 2017, Pages 163-173
Journal: Learning and Individual Differences - Volume 55, April 2017, Pages 163-173
نویسندگان
Vasiliki Pitsia, Andy Biggart, Anastasios Karakolidis,