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Motivational beliefs in the TIMSS 2003 context: Theory, measurement and relation to test performance
Umeå University, Faculty of Social Sciences, Department of Educational Measurement.
2006 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The main objective of this thesis was to explore issues related to student achievement motivation in the Swedish TIMSS 2003 (Trend in International Mathematics and Science Study) context. The thesis comprises of five empirical papers and a summary. The expectancy-value theory of achievement motivation was used as the general theoretical framework in all empirical papers, and all papers are concerned with construct validation in one form or another. Aspects of student achievement motivation were measured on a task-specific level (motivation to do well on the TIMSS test) and on a domain-specific level (self-concept in and valuing of mathematics and science) and regressed on test performance.

The first paper reports the development and validation of scores from an instrument measuring aspects related to student test-taking motivation. It was shown that a number of items in the instrument could be interpreted as a measure of test-taking motivation, and that the test-taking motivation construct was distinct from other related constructs. The second paper related the Swedish students’ ratings of mathematics test-taking motivation to mathematics performance in TIMSS 2003. The students in the sample on average reported that they were well motivated to do their best on the TIMSS mathematics test and their ratings of test-taking motivation were positively but rather weakly related to achievement. In the third and the fourth papers, the internal structure and relation to performance of the mathematics and science self-concept and task value scales used in TIMSS internationally was investigated for the Swedish TIMSS 2003 sample. For mathematics, it was shown that the internationally derived scales were suitable also for the Swedish sample. It was further shown that ratings of self-concept were rather strongly related to mathematics achievement while ratings of mathematics value were basically unrelated to mathematics achievement. For the science subjects, the internal structure of the scales was less simple, and ratings of self-concept and valuing of science were not very strongly related to science achievement. The study presented in the fifth paper used interviews and an open-ended questionnaire item to further investigate student test-taking motivation and perceptions of the TIMSS test. The results mainly corroborated the results from study II.

In the introductory part of the thesis, the empirical studies are summarized, contextualized, and discussed. The discussion relates obtained results to theoretical assumptions, applied implications, and to issues of validity in the TIMSS context.

Place, publisher, year, edition, pages
Umeå: Institutionen för beteendevetskapliga mätningar, Umeå universitet , 2006. , 56 p.
Series
Academic dissertations at the department of Educational Measurement, ISSN 1652-9650 ; 2
Keyword [en]
test-taking motivation, TIMSS 2003, validity, construct validation, measurement, expectancy-value theory, self-concept, task value, factor analysis, eighth-grade students
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:umu:diva-788ISBN: 91-7264-069-3 (print)OAI: oai:DiVA.org:umu-788DiVA: diva2:144535
Distributor:
Beteendevetenskapliga mätningar, 90187, Umeå
Public defence
2006-06-02, hörsal MA 121, MIT-huset, Umeå Universitet, Umeå, 10:15 (English)
Opponent
Supervisors
Available from: 2006-05-09 Created: 2006-05-09 Last updated: 2009-10-22Bibliographically approved
List of papers
1. Development and validation of scores from an instrument measuring student test-taking motivation
Open this publication in new window or tab >>Development and validation of scores from an instrument measuring student test-taking motivation
2006 (English)In: Educational and Psychological Measurement, ISSN 0013-1644, Vol. 66, no 4, 643-656 p.Article in journal (Refereed) Published
Abstract [en]

Using the expectancy-value model of achievement motivation as a basis, this study’s purpose is to develop, apply, and validate scores from a self-report instrument measuring student test-taking motivation. Sampled evidence of construct validity for the present sample indicates that a number of the items in the instrument could be used as an indicator of student test-taking motivation. Exploratory factor analyses suggests that the test-taking motivation construct is distinct from general attitudes toward a subject and that task value perceptions are distinct from task performance expectancies. The instrument needs further development to consolidate its psychometric properties and to laborate on the testtaking motivation construct in relation to the expectancy-value theory of achievement motivation.

Place, publisher, year, edition, pages
Sage publications, 2006
Keyword
test-taking motivation, expectancy-value theory, scale development, exploratory factor analysis, construct validity
Identifiers
urn:nbn:se:umu:diva-14442 (URN)10.1177/0013164405278574 (DOI)
Available from: 2007-06-04 Created: 2007-06-04 Last updated: 2009-10-21Bibliographically approved
2. Test-taking motivation and mathematics performance in TIMSS 2003
Open this publication in new window or tab >>Test-taking motivation and mathematics performance in TIMSS 2003
2007 (English)In: International Journal of Testing, ISSN 1530-5058, E-ISSN 1532-7574, Vol. 7, no 3, 311-326 p.Article in journal (Refereed) Published
Abstract [en]

This study explores the reported level of test-taking motivation and the relation between test-taking motivation and mathematics achievement in a sample of Swedish eighth-grade students (n = 343) participating in Trends in International Mathematics and Science Study (TIMSS) 2003. A majority of students reported that they were motivated to do their best in TIMSS. Test-taking motivation was positively related to mathematics achievement, but the effect was small and not statistically significant when other relevant variables were held constant. Further, gender comparisons showed that test-taking motivation was positively, but not significantly related to achievement in boys, and was unrelated to achievement in girls. This result was probably due to the larger variability in boys' ratings. It was concluded that the Swedish TIMSS mathematics result is unlikely to be affected by a lack of student motivation, but that further research on the relation between test-taking motivation and test achievement is warranted.

Place, publisher, year, edition, pages
Routledge Taylor & Francis, 2007
Keyword
Gender differences, low-stakes tests, test-taking motivation, TIMSS 2003
Identifiers
urn:nbn:se:umu:diva-17959 (URN)10.1080/15305050701438074 (DOI)
Available from: 2007-11-26 Created: 2007-11-26 Last updated: 2011-04-01Bibliographically approved
3. Self-concept and valuing of mathematics in TIMSS 2003: Scale structure and relation to performance in a Swedish setting
Open this publication in new window or tab >>Self-concept and valuing of mathematics in TIMSS 2003: Scale structure and relation to performance in a Swedish setting
2007 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, Vol. 51, no 3, 297-313 p.Article in journal (Refereed) Published
Abstract [en]

The present study investigated whether two summated rating scales used in the Trends in International Mathematics and Science Study (TIMSS 2003), Mathematics Self-Concept (MSC), and Students' Valuing of Mathematics (VoM) seemed appropriate, meaningful, and useful in a Swedish context. The 4,256 Swedish eighth-grade students involved in TIMSS 2003 participated in the study. Items in the TIMSS Student Background Questionnaire asking for motivational beliefs were subjected to item analyses, principal components analyses, and confirmatory factor analyses. Factor scores were saved and regressed on mathematics score. The results indicated that the MSC scale was internally consistent, showed a simple factor structure that fitted the data rather well, and was positively related to mathematics achievement. The VoM scale was unrelated to mathematics score, showed a poor model-data fit, and the items in the scale were rather heterogeneous. The findings are discussed from an expectancy-value perspective and suggestions for researchers performing secondary analyses on TIMSS data are presented.

Keyword
TIMSS 2003, Mathematics self-concept, Valuing of mathematics, Expectancy-value theory
Identifiers
urn:nbn:se:umu:diva-14865 (URN)10.1080/00313830701356141 (DOI)
Available from: 2007-06-20 Created: 2007-06-20 Last updated: 2009-10-21Bibliographically approved
4. Science motivational beliefs in a Swedish TIMSS 2003 setting: Scale structure and relation to performance
Open this publication in new window or tab >>Science motivational beliefs in a Swedish TIMSS 2003 setting: Scale structure and relation to performance
(English)Manuscript (preprint) (Other academic)
Identifiers
urn:nbn:se:umu:diva-5137 (URN)
Available from: 2006-05-09 Created: 2006-05-09 Last updated: 2011-04-01Bibliographically approved
5. Student motivation on low-stakes tests: An example from TIMSS 2003
Open this publication in new window or tab >>Student motivation on low-stakes tests: An example from TIMSS 2003
(English)Manuscript (preprint) (Other academic)
Identifiers
urn:nbn:se:umu:diva-5138 (URN)
Available from: 2006-05-09 Created: 2006-05-09 Last updated: 2011-04-01Bibliographically approved

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