How Well Does Self-Concept Predict Science Achievement across Cultures? The Mediating Effect of Autonomous Motivation

Autor/in	Ustun, Ulas
Titel	How Well Does Self-Concept Predict Science Achievement across Cultures? The Mediating Effect of Autonomous Motivation
Quelle	In: International Journal of Science Education, 45 (2023) 7, S.541-570 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ustun, Ulas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2023.2167244
Schlagwörter	Self Concept; Prediction; Science Achievement; Cultural Differences; Student Motivation; Foreign Countries; Achievement Tests; International Assessment; Mathematics Tests; Science Tests; Mathematics Achievement; Grade 8; Middle School Students; Psychological Needs; Self Determination; Personal Autonomy; Interpersonal Relationship; Competence; Japan; Norway; United States; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Selbstkonzept; Vorhersage; Kultureller Unterschied; Schulische Motivation; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Selbstbestimmung; Individuelle Autonomie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kompetenz; Norwegen; USA
Abstract	This study examines the direct and indirect relationships between key motivational constructs and science achievement using TIMSS 2019 data sets for Japan, Norway, and the United States. The sample of the study includes 4,446 and 8,698 eighth graders in Japan and the United States, with 4,575 ninth graders in Norway. The structural equation model was built on the self-determination theory (SDT) and the self-enhancement model of self-concept. The study's findings show that self-concept is consistently the strongest predictor of science achievement among motivational constructs for all three countries. In addition, the significant relationship between self-concept and autonomous motivation supports the SDT's claims about basic psychological needs. Although this relationship is consistent, as SDT predicts, across three countries, the magnitude of the relationship seems to be culture-dependent. The findings of this study are discussed using the SDT and self-concept theory from a cultural standpoint. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01