Investigating the Measurement of OTL in PISA 2012 and Its Relationship with Self-Efficacy and Mathematics Achievement: Doubly Latent Multilevel Analyses

Autor/inn/en	Wang, Faming; Wang, Yehui; Liu, Yaping; Leung, Shing On
Titel	Investigating the Measurement of OTL in PISA 2012 and Its Relationship with Self-Efficacy and Mathematics Achievement: Doubly Latent Multilevel Analyses
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 6, S.837-852 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Faming) ORCID (Wang, Yehui) ORCID (Liu, Yaping)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2022.2070929
Schlagwörter	International Assessment; Foreign Countries; Achievement Tests; Secondary School Students; Self Efficacy; Mathematics Achievement; Hierarchical Linear Modeling; Comparative Analysis; Mathematical Concepts; Reliability; Validity; Grade Prediction; Educational Opportunities; Socioeconomic Status; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Self-efficacy; Selbstwirksamkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Reliabilität; Gültigkeit; Bildungsangebot; Bildungschance; Socio-economic status; Sozioökonomischer Status
Abstract	The importance of the opportunity to learn (OTL) for mathematics achievement has been extensively researched. However, there were still unanswered questions regarding OTL's measurement, analytical level, and relationship with motivational beliefs. To fill in the gaps, we aimed to (1) scrutinize the reliability and validity of OTL, (2) investigate the multilevel nature of OTL, and (3) explore the relationship among OTL, self-efficacy, and mathematics achievement. We used Programme for International Student Assessment (PISA) 2012 data provided by 470,745 15-year-old students from 63 economies. Psychometric analyses and doubly latent multilevel structural equating modeling were conducted. Results indicated that (1) OTL measured by familiarity with mathematical concepts displayed high reliability and validity, (2) student-reported OTL exhibited high reliability at the school-level, (3) OTL significantly predicted achievement both at student- and school-level, and (4) OTL mediated the relationship between self-efficacy and mathematics achievement at student-level. Theoretical and practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01