Analysis of Student and School Level Variables Related to Mathematics Self-Efficacy Level Based on PISA 2012 Results for China-Shanghai, Turkey, and Greece

Autor/in	Usta, H. Gonca
Titel	Analysis of Student and School Level Variables Related to Mathematics Self-Efficacy Level Based on PISA 2012 Results for China-Shanghai, Turkey, and Greece
Quelle	In: Educational Sciences: Theory and Practice, 16 (2016) 4, S.1297-1323 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Self Efficacy; Achievement Tests; Foreign Countries; Secondary School Students; International Assessment; Hierarchical Linear Modeling; Institutional Characteristics; Student Characteristics; Statistical Analysis; Mathematics Teachers; Regression (Statistics); Correlation; School Attitudes; Teacher Student Relationship; Self Esteem; Educational Opportunities; Preschool Education; Mathematics Anxiety; Student Interests; Class Size; Teacher Student Ratio; Teacher Morale; China (Shanghai); Greece; Turkey; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Statistische Analyse; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Regression; Regressionsanalyse; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Self-esteem; Selbstaufmerksamkeit; Bildungsangebot; Bildungschance; Pre-school education; Vorschulerziehung; Studieninteresse; Klassengröße; Lehrer-Schüler-Relation; Morale; Moral; Griechenland; Türkei
Abstract	This study aims to analyze the student and school level variables that affect students' self-efficacy levels in mathematics in China-Shanghai, Turkey, and Greece based on PISA 2012 results. In line with this purpose, the hierarchical linear regression model (HLM) was employed. The interschool variability is estimated at approximately 17% in China-Shanghai, approximately 22% in Turkey, and approximately 23% in Greece. This study showed a positive association between variables of "self-confidence," "teacher support," and "attitude toward school," all of which are among Level 1 variables, and mathematics self-efficacy in all three countries. A negative association was observed to exist between the variables "socio-cultural index" and "educational opportunities at home" and mathematics self-efficacy in all three countries. While "pre-school education" in China-Shanghai and Turkey were negatively associated with students' mathematics self-efficacy levels, the same variable was positively associated with students' mathematics self-efficacy in Greece. While the variable "mathematical anxiety" was negatively associated with students' mathematics self-efficacy in China-Shanghai and Greece, it was positively associated with students' mathematics self-efficacy in Turkey. The variable "interest in mathematics," in turn, was negatively associated with mathematics self-efficacy solely in China-Shanghai. Regarding the association between mathematics self-efficacy levels and the school level variables, a near-zero positive association was found between "class size," deemed significant for Turkey, and self-efficacy levels. The association between "teacher to student ratio in school" and self-efficacy levels was found to be negative in all three countries. The variable "teacher's morale," however, was positively associated with self-efficacy level in China-Shanghai and Turkey. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01