A Cross-Grade Comparison to Examine the Context Effect on the Relationships among Family Resources, School Climate, Learning Participation, Science Attitude, and Science Achievement Based on TIMSS 2003 in Taiwan

Autor/inn/en	Chen, Shin-Feng; Lin, Chien-Yu; Wang, Jing-Ru; Lin, Sheau-Wen; Kao, Huey-Lien
Titel	A Cross-Grade Comparison to Examine the Context Effect on the Relationships among Family Resources, School Climate, Learning Participation, Science Attitude, and Science Achievement Based on TIMSS 2003 in Taiwan
Quelle	In: International Journal of Science Education, 34 (2012) 14, S.2089-2106 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.701352
Schlagwörter	Academic Achievement; Science Achievement; School Activities; Context Effect; Foreign Countries; Junior High School Students; Grade 4; Grade 8; Structural Equation Models; Educational Environment; Scientific Attitudes; Comparative Analysis; Elementary School Students; Science Curriculum; Teacher Student Relationship; Likert Scales; Participation; Taiwan; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Likert-Skala; Teilnahme
Abstract	This study aimed to examine whether the relationships among family resources, school climate, learning participation, science attitude, and science achievement are different between primary school students and junior high school students within one educational system. The subjects included 4,181 Grade 4 students and 5,074 Grade 8 students who participated in TIMSS 2003 in Taiwan. Using structural equation modeling, the results showed that family resources had significant positive effects for both groups of learners. Furthermore, a context effect for the structural relationship between school climate, learning participation, and science achievement was revealed. In the primary school context, Grade 4 students who perceived positive school climate participated in school activities more actively, and had better science performance. However, in the secondary school context, learning participation had a negative impact and led to lower science achievement. The implications about this result in relation to the characteristics of the two educational contexts in Taiwan were further discussed. (Contains 4 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10