Motivational components in TIMSS 2015 and their effects on engaging teaching practices and mathematics performance. (September 2022)

• Record Type: Journal Article
• Authors: Ivanova, Militsa; Michaelides, Michalis P.
• Is Part Of: Studies in educational evaluation. Volume 74(2022)
• Publication Date: 2022-09
• Subjects: Student evaluation -- Motivation -- TIMSS mathematics -- Engaging teaching -- Latent variable modeling; Curriculum evaluation -- Periodicals; Educational tests and measurements -- Periodicals; Programmes d'études -- Evaluation -- Périodiques; Tests et mesures en éducation -- Périodiques; 375.006
• DOI: 10.1016/j.stueduc.2022.101173
• Languages: English
• ISSNs: 0191-491X

Abstract

Abstract: Student motivation is a multifaceted construct with empirically supported associations with educational outcomes. This study used latent variable methodology to examine the factor structure of the engaging teaching and motivational constructs in the fourth- and eighth-grade USA student context questionnaires of the 2015 Trends in International Mathematics and Science Study (TIMSS). Measurement models revealed adequate fit of correlated factors for self-concept, enjoyment, and importance and usefulness of learning mathematics, after controlling for negative wording. Self-concept was the strongest predictor of achievement in both grades; importance and usefulness beliefs had a weak relationship with eighth-grade performance. Engaging teaching and enjoyment were positively associated; accounting for self-concept, the effect of engaging teaching on TIMSS performance was negative and mediated by enjoyment. The results suggest that a multifaceted conceptualization of motivation is needed in studies of student achievement. The strong effect of student self-concept on performance should be acknowledged in educational reforms. Highlights: Contextual variables measured in TIMSS include motivational constructs. Self-concept in mathematics is the strongest motivational predictor of performance. Engaging teaching behavior positively relates to student enjoyment of mathematics. Controlling for self-concept, enjoyment and engaging teaching negatively predict performance.