Does Maths Self-Concept Mediate the Relation between Instructional Approaches and Students' Maths Achievement? Evidence from the U.S. TIMSS 2015 Data

Autor/inn/en	Jo, SeungJung; Seo, Young S.
Titel	Does Maths Self-Concept Mediate the Relation between Instructional Approaches and Students' Maths Achievement? Evidence from the U.S. TIMSS 2015 Data
Quelle	In: Research Papers in Education, 38 (2023) 2, S.143-163 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2021.1961294
Schlagwörter	Achievement Tests; Foreign Countries; Mathematics Tests; International Assessment; Mathematics Achievement; Mathematics Instruction; Self Concept; Elementary School Students; Grade 4; Elementary School Teachers; Student Centered Learning; Teaching Methods; Instructional Effectiveness; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Selbstkonzept; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	There is no consensus about whether a teacher-centred or student-centred instructional approach is more effective for students' maths achievement. Prior studies have highlighted the role of students' maths self-concept as a predictor and mediator for maths achievement. This study examined whether instructional approaches were related to students' maths achievement and whether the relation between instructional approaches and maths achievement was mediated by students' maths self-concept. The study used a sample from the 2015 TIMSS United States national data of 4th grade teachers and students. The results of structural equation modelling indicated that student-centred instructional approach was not associated with students' maths achievement. Nor was the relation between student-centred instruction and students' maths achievement mediated through students' maths self-concept, indicating that maths self-concept is not the mechanism through which student-centred instruction was associated with maths achievement. Our study discussed the possible ways that student-centred instruction may encourage or discourage students' maths self-concept and suggestions to overcome the methodological limitation of TIMSS data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01