Skip to main content
SpringerLink
Log in

An analysis of the relationships between Taiwanese eighth and fourth graders’ motivational beliefs and science achievement in TIMSS 2011

  • Published:
Asia Pacific Education Review Aims and scope Submit manuscript

Abstract

The purpose of this study is to examine the issues of students’ motivational beliefs in science learning and their relations with science achievement. Data of Taiwanese fourth and eighth graders from the Trends in International Mathematics and Science Study 2011 were examined. Students’ self-concept and intrinsic interest as motivational beliefs, and science scores in general and in different cognitive domains were used as measures in this study. A series of quantitative analyses along with statistical techniques accounting for the properties of international large-scale assessment data were utilized to investigate these issues. The results indicate that students’ motivational beliefs decrease over grades. The relations between the eighth graders’ motivational beliefs and science scores are positively stronger than those of the fourth graders. Meanwhile, students’ self-concept has a greater predictive power than intrinsic interest for science scores in both grades. Beyond documenting students’ motivational beliefs over grades, the conclusion also sheds light on the role of motivational beliefs, self-concept in particular, in explaining students’ science achievement.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Ainley, M., & Ainley, J. (2011). A cultural perspective on the structure of student interest in science. International Journal of Science Education, 33(1), 51–71.

    Article  Google Scholar 

  • Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? High school students’ identities, participation and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47(5), 564–582.

    Google Scholar 

  • Bloom, B. S., Englehart, M. B., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives. The classification of educational goals. Handbook I: Cognitive domain. New York: Longmans.

    Google Scholar 

  • Bong, M., & Clark, R. E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34(3), 139–153.

    Article  Google Scholar 

  • Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1–40.

    Article  Google Scholar 

  • Calsyn, R. J., & Kenny, D. A. (1977). Self-concept of ability and perceived evaluations by others: Cause or effect of academic achievement? Journal of Educational Psychology, 69(2), 136–145.

    Article  Google Scholar 

  • Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218.

    Article  Google Scholar 

  • Carnegie Corporation of New York, Institute for Advanced Study, & Commission on Mathematics and Science Education. (2009). The opportunity equation: Transforming mathematics and science education for citizenship and the global economy. Retrieved 28 Mar 2015, from http://carnegie.org/fileadmin/Media/Publications/PDF/OpportunityEquation.pdf.

  • Chang, C.-Y., & Cheng, W.-Y. (2008). Science achievement and students’ self-confidence and interest in science: A Taiwanese representative sample study. International Journal of Science Education, 30(9), 1183–1200.

    Article  Google Scholar 

  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • DeWitt, J., Osborne, J., Archer, L., Dillon, J., Willis, B., & Wong, B. (2013). Young children’s aspirations in science: The unequivocal, the uncertain and the unthinkable. International Journal of Science Education, 35(6), 1037–1063.

    Article  Google Scholar 

  • Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation. San Francisco: W. H. Freeman.

    Google Scholar 

  • Eklöf, H. (2007). Self-concept and valuing of mathematics in TIMSS 2003: Scale structure and relation to performance in a Swedish setting. Scandinavian Journal of Educational Research, 51(3), 297–313.

    Article  Google Scholar 

  • Festinger, L. (1954). A theory of social comparison process. Human Relations, 7(2), 117–140.

    Article  Google Scholar 

  • Fortus, D., & Vedder-Weiss, D. (2014). Measuring students’ continuing motivation for science learning. Journal of Research in Science Teaching, 51(4), 497–522.

    Article  Google Scholar 

  • Greenfield, T. A. (1997). Gender- and grade-level differences in science interest and participation. Science Education, 81(3), 259–276.

    Article  Google Scholar 

  • Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100(1), 105–122.

    Article  Google Scholar 

  • Hardy, G. (2014). Academic self-concept: Modeling and measuring for science. Research in Science Education, 44(4), 549–579.

    Article  Google Scholar 

  • Harter, S. (1982). The perceived competence scale for children. Child Development, 53(1), 87–97.

    Article  Google Scholar 

  • Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127.

    Article  Google Scholar 

  • Hong, Z.-R., & Lin, H.-S. (2011). An investigation of students’ personality traits and attitudes toward science. International Journal of Science Education, 33(7), 1001–1028.

    Article  Google Scholar 

  • House, J. D. (2003). Self-beliefs and reading achievement of elementary-school students in Hong Kong and the United States: Results from the PIRLS 2001 assessment. Child Study Journal, 33(4), 195–212.

    Google Scholar 

  • Institute of Medicine, National Academy of Engineering, & National Academy of Sciences. (2007). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: The National Academies Press.

    Google Scholar 

  • International Association for the Evaluation of Educational Achievement. (2013). International database analyzer (version 3.1). Hamburg: IEA Data Processing and Research Center.

    Google Scholar 

  • International Business Machines Corporation. (2012). IBM SPSS statistics (version 21). Somers, NY: Author.

    Google Scholar 

  • Jack, B. M., Lin, H.-S., & Yore, L. D. (2014). The synergistic effect of affective factors on student learning outcomes. Journal of Research in Science Teaching, 51(8), 1084–1101.

    Article  Google Scholar 

  • Jansen, M., Schroeders, U., & Lüdtke, O. (2014). Academic self-concept in science: Multidimensionality, relations to achievement measures, and gender differences. Learning and Individual Differences, 30, 11–21.

    Article  Google Scholar 

  • Koballa, T. R., & Glynn, S. M. (2007). Attitudinal and motivational constructs in science learning. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 75–102). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Krapp, A., & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33(1), 27–50.

    Article  Google Scholar 

  • Kruglanski, A. W., & Mayseless, O. (1990). Classic and current social comparison research: Expanding the perspective. Psychological Bulletin, 108(2), 195–208.

    Article  Google Scholar 

  • Lay, Y. F., Ng, K. T., & Chong, P. S. (2015). Analyzing affective factors related to eighth grade learners’ science and mathematics achievement in TIMSS 2007. The Asia-Pacific Education Researcher, 24(1), 103–110.

    Article  Google Scholar 

  • Lee, J. (2009). Universals and specifics of math self-concept, math self-efficacy, and math anxiety across 41 PISA 2003 participating countries. Learning and Individual Differences, 19(3), 355–365.

    Article  Google Scholar 

  • Liem, G. A. D., Marsh, H. W., Martin, A. J., McInerney, D. M., & Yeung, A. S. (2013). The big-fish-little-pond effect and a national policy of within-school ability streaming: Alternative frames of reference. American Educational Research Journal, 50(2), 326–370.

    Article  Google Scholar 

  • Lin, H.-S., Lawrenz, F., Lin, S.-F., & Hong, Z.-R. (2012). Relationships among affective factors and preferred engagement in science-related activities. Public Understanding of Science, 22(8), 941–954.

    Article  Google Scholar 

  • Liou, P.-Y. (2014a). Evaluating measurement properties of attitudinal items related to learning science in Taiwan from TIMSS 2007. Journal of Baltic Science Education, 16(3), 856–869.

    Google Scholar 

  • Liou, P.-Y. (2014b). Investigation of the big-fish-little-pond effect on students’ self-concept of learning mathematics and science in Taiwan: Results from TIMSS 2011. The Asia-Pacific Education Researcher, 23(3), 769–778.

    Article  Google Scholar 

  • Liou, P.-Y., & Hung, Y.-C. (2014). Statistical techniques utilized in analyzing PISA and TIMSS data in science education from 1996 to 2013: A methodological review. International Journal of Science and Mathematics Education. doi:10.1007/s10763-014-9558-5.

  • Liu, S., & Meng, L. (2010). Re-examining factor structure of the attitudinal items from TIMSS 2003 in cross-cultural study of mathematics self-concept. Educational Psychology, 30(6), 699–712.

    Article  Google Scholar 

  • Marsh, H. W. (1984). Self-concept, social comparison and ability grouping: A reply to Kulik and Kulik. American Educational Research Journal, 21(4), 799–806.

    Article  Google Scholar 

  • Marsh, H. W. (1990). The causal ordering of academic self-concept and academic achievement: A multiware, longitudinal path analysis. Journal of Educational Psychology, 82, 646–656.

    Article  Google Scholar 

  • Marsh, H. W. (1993). The multidimensional structure of academic self-concept: Invariance over gender and age. American Educational Research Journal, 30(4), 841–860.

    Article  Google Scholar 

  • Marsh, H. W., Byrne, B. M., & Yeung, A. S. (1999). Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations. Educational Psychologist, 34(3), 155–167.

    Article  Google Scholar 

  • Marsh, H. W., & Craven, R. G. (2002). The pivotal role of frames of reference in academic self-concept information: The big-fish-little-pond effect. In F. Pajares & T. Urdan (Eds.), Adolescence and education (Vol. II, pp. 83–123). Greenwich, CT: Information Age.

    Google Scholar 

  • Marsh, H. W., & O’Mara, A. (2008). Reciprocal effects between academic self-concept, self-esteem. Achievement and attainment over seven adolescent years: Unidimensional and multidimensional perspectives of self-concept. Personality and Social Psychology Bulletin, 34(4), 542–552.

    Article  Google Scholar 

  • Marsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K.-T., O’Mara, A. J., & Craven, R. G. (2008). The big-fish-little-pond effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20(3), 319–350.

    Article  Google Scholar 

  • Marsh, H. W., & Shavelson, R. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20(3), 107–123.

    Article  Google Scholar 

  • Marsh, H. W., Smith, I. D., & Barnes, J. (1985). Multidimensional self-concepts: Relations with sex and academic achievement. Journal of Educational Psychology, 77(5), 581–596.

    Article  Google Scholar 

  • Marsh, H. W., & Yeung, A. S. (1997). Coursework selection: Relations to academic self-concept and achievement. American Educational Research Journal, 34(4), 691–720.

    Article  Google Scholar 

  • Martin, M. O., & Mullis, I. V. S. (Eds.). (2012). Methods and procedures in TIMSS and PIRLS 2011. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

    Google Scholar 

  • Martin, M. O., Mullis, I. V. S., Foy, P., & Stanco, G. M. (2012). TIMSS 2011 international results in science. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

    Google Scholar 

  • Mullis, I. V. S., Martin, M. O., Ruddock, G. J., O’Sullivan, C. Y., & Preuschoff, C. (2009). TIMSS 2011 assessment frameworks. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

    Google Scholar 

  • Murphy, C., & Beggs, J. (2003). Children’s attitudes towards school science. School Science Review, 84(308), 109–116.

    Google Scholar 

  • Oliver, J. S., & Simpson, R. D. (1988). Influences of attitude toward science, achievement motivation, and science self concept on achievement in science: A longitudinal study. Science Education, 72(2), 143–155.

    Article  Google Scholar 

  • Olsen, R. V., Prenzel, M., & Martin, R. (2011). Interest in science: A many-faceted picture painted by data from the OECD PISA study. International Journal of Science Education, 33(1), 1–6.

    Article  Google Scholar 

  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079.

    Article  Google Scholar 

  • Park, Y. (2011). How motivational constructs interact to predict elementary students’ reading performance: Examples from attitudes and self-concept in reading. Learning and Individual Differences, 21(4), 347–358.

    Article  Google Scholar 

  • Pell, T., & Jarvies, T. (2001). Developing attitude to science scales for use with children of ages from five to eleven years. International Journal of Science Education, 23(8), 847–862.

    Article  Google Scholar 

  • Rutkowski, L., Gonzalez, E., Joncas, M., & von Davier, M. (2010). International large-scale assessment data: Issues in secondary analysis and reporting. Educational Researchers, 39(2), 142–151.

    Article  Google Scholar 

  • Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education (3rd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

    Google Scholar 

  • Shavelson, R. J., & Bolus, R. (1982). Self-concept: The interplay of theory and methods. Journal of Educational Psychology, 74(1), 3–17.

    Article  Google Scholar 

  • Shen, C., & Tam, H. P. (2008). The paradoxical relationship between student achievement and self-perception: a cross-national analysis based on three waves of TIMSS data. Educational Research and Evaluation, 14(1), 87–100.

    Article  Google Scholar 

  • Simpson, R. D., & Oliver, J. S. (1985). Attitude toward science and achievement motivation profiles of male and female science students in grades six through ten. Science Education, 69(4), 511–525.

    Article  Google Scholar 

  • Simpson, R. D., & Oliver, J. S. (1990). A summary of major influences on attitude toward and achievement in science among adolescent students. Science Education, 74(1), 1–18.

    Article  Google Scholar 

  • Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The Journal of Educational Research, 95(6), 323–332.

    Article  Google Scholar 

  • Tsai, L.-T., Yang, C.-C., & Chang, Y.-J. (2014). Gender differences in factors affecting science performance of eighth grade Taiwan students. The Asia-Pacific Education Researcher,. doi:10.1007/s40299-014-0196-z.

    Google Scholar 

  • Wang, M.-T., & Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy-value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33(4), 304–340.

    Article  Google Scholar 

  • Wigfield, A., & Eccles, J. S. (1992). The development of achievement-task values: A theoretical analysis. Developmental Review, 12(3), 265–310.

    Article  Google Scholar 

  • Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J. A., Freedman-Doan, D., & Blumenfeld, P. C. (1997). Change in children’s competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89(3), 451–469.

    Article  Google Scholar 

  • Wilkins, J. L. M. (2004). Mathematics and science self-concept: An international investigation. The Journal of Experimental Education, 72(4), 331–346.

    Article  Google Scholar 

  • Willson, V. L. (1983). A meta-analysis of the relationship between science achievement and science attitude: Kindergarten through college. Journal of Research in Science Teaching, 20(9), 839–850.

    Article  Google Scholar 

  • Yoon, K. S., Eccles, J. S., & Wigfield, A. (1996). Self-concept of ability, value and academic achievement: A test of causal relations. In Paper presented at the annual meeting of the American education research association, New York.

Download references

Acknowledgments

This research work was supported by the Ministry of Science and Technology, Taiwan, under the Grant Number MOST 103-2511-S-008-013. We also thank the three reviewers’ constructive comments, which have enhanced the quality of the manuscript.

Author information

Authors and Affiliations

  1. Graduate Institute of Learning and Instruction & Center of Teacher Education, National Central University, Taoyuan, Taiwan

    Pey-Yan Liou & Eric Zhi-Feng Liu

Authors
  1. Pey-Yan Liou
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Eric Zhi-Feng Liu
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Pey-Yan Liou.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Liou, PY., Liu, E.ZF. An analysis of the relationships between Taiwanese eighth and fourth graders’ motivational beliefs and science achievement in TIMSS 2011. Asia Pacific Educ. Rev. 16, 433–445 (2015). https://doi.org/10.1007/s12564-015-9381-x

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12564-015-9381-x

Keywords

Search

Navigation