Racial-Ethnic Gaps in Achievement Motivational Constructs of U.S. Eighth-Grade Students That Predict Mathematics and Science Achievement

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Autor/in	Ahmed, Emtiaz R.
Titel	Racial-Ethnic Gaps in Achievement Motivational Constructs of U.S. Eighth-Grade Students That Predict Mathematics and Science Achievement
Quelle	(2018), (248 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Kent State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-8833-8
Schlagwörter	Hochschulschrift; Dissertation; Grade 8; Student Motivation; Predictor Variables; Mathematics Achievement; Science Achievement; Expectation; Values; Theories; Achievement Need; Ethnic Groups; Achievement Tests; Foreign Countries; Mathematics Tests; International Assessment; Science Tests; Asian American Students; African American Students; Hispanic American Students; White Students; Racial Differences; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 08; 8. Schuljahr; Schuljahr 08; Schulische Motivation; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Expectancy; Erwartung; Wertbegriff; Theory; Theorie; Ethnie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Rassenunterschied
Abstract	According to the TIMSS 2015 international study findings, students who enjoy learning mathematics a lot scored much higher (average 61 points) than the students who do not enjoy it a lot. Enjoying learning mathematics is one of the indicators of the construct "intrinsic motivation" towards mathematics, and this type of other constructs, such as confidence, attainment value, and utility value were found to have significant contributions in students' academic achievement in previous studies. This study considered the Expectancy-Value Theory (E-VT) of achievement motivation and the Social Equity Theory (SET) to investigate racial-ethnic gaps in achievement motivational constructs as well as achievement scores of U.S. eighth-grade students in the mathematics and science domains. The TIMSS 2011 U.S. national data on mathematics and science were utilized to answer four research questions. The first research question addressed the psychometric properties of the achievement motivation scales in the TIMSS 2011 Student Background Questionnaire, and the findings of this study confirmed sound evidence regarding the construct, convergent, and divergent validity of the scales. The second research question looked for the racial-ethnic gaps in achievement motivational constructs. A series of measurement invariance tests confirmed that the racial-ethnic groups (Asian, Black, Hispanic, and White students) are not comparable after controlling for students' relative standing or ability levels on the constructs. The third and fourth research questions sought to determine the extent to which the E-VT and the SET explain variance in mathematics and science achievement. This study results showed that the E-VT constructs explain more within-group variance in the mathematics domain (with moderate to large effect sizes) than the science domain (with moderate effect sizes), and the SET variables explain the almost similar amount of within-group variance in both domains (with moderate effect sizes). Regarding the between-group variance, the E-VT constructs explain more between-group variance (with moderate to large effect sizes) than the SET variables in both the mathematics and science domains. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01