Science Self-Concept, Relatedness, and Teaching Quality: a Multilevel Approach to Examining Factors that Predict Science Achievement
Science Self-Concept, Relatedness, and Teaching Quality: a Multilevel Approach to Examining Factors that Predict Science Achievement
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科学自我概念、相关性和教学质量：检查预测科学成就因素的多层次方法
DOI：
10.1007/s10763-021-10165-2
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发表时间：
2021
影响因子：
2.2
通讯作者：
M. Broda
中科院分区：
文献类型：
--
作者：
Fa Zhang;Christine L. Bae;M. Broda
本研究通过使用2015年国际数学和科学研究趋势（TIMSS）数据集调查了与学生科学成就相关的学生和课堂水平变量。多层次建模应用在这个二次分析，研究如何科学自我概念，学校的相关性，科学教学质量预测学生的科学成绩在学生和课堂水平。该研究包括了美国14，291名8年级学生的数据。结果表明，在考虑性别和SES（控制变量），自我概念是一个统计学上显着的，积极的预测科学成就的学生水平。在课堂水平上，课堂平均自我概念和关联感都是统计学上显着的，积极的预测科学成就。学生的教学质量感知是一个没有统计学意义的预测在学生或课堂水平。这些结果对科学教学和学习的影响进行了讨论。
This study investigated student and classroom level variables related to student science achievement by using the Trends in International Mathematics and Science Study (TIMSS) 2015 dataset. Multilevel modeling was applied in this secondary analysis to examine how science self-concept, school relatedness, and science teaching quality predicted student science achievement at both the student and classroom levels. Data from a total of 14,291 grade 8 students in the USA were included in the study. Results showed that after accounting for gender and SES (control variables), self-concept was a statistically significant, positive predictor of science achievement at the student level. At the classroom level, classroom-mean self-concept and sense of relatedness were both statistically significant, positive predictors of science achievement. Students’ perceived teaching quality was not a statistically significant predictor at either the student or classroom level. Implications of these results for science teaching and learning are discussed.
影响因子：
4.3
作者：
Hilts, Alexis;Part, Rachel;Bernacki, Matthew L.
通讯作者：
Bernacki, Matthew L.
学生和教师对教学质量的评分：随着时间的推移评分的一致性、一致性和预测能力
影响因子：
4.9
作者：
Wagner;Göllner;Schmitz;Trautwein
通讯作者：
Trautwein