Poster #13 - Cognitive and Affective Factors That Influence Science Achievement: A Systematic Literature Review of TIMSS Studies

• In Event: 18.060 - MTCC Poster Session Two
  In Poster Session: 18.060-3 - Research on Science Teaching and Learning Poster Session 1

Abstract

This systematic literature review examined what is understood about the relationships among cognitive (e.g., language ability, prior knowledge) and affective (e.g., science interest, motivation) factors and students science achievement by synthesizing studies using the international 2011 and 2015 TIMSS datasets related to 4th and 8th grade students in the United States or Asia. Self-concept and utility value interact indicating science outcomes. Research using cognitive variables (knowing, applying, reasoning) mainly focused on the cognitive abilities as outcomes rather than predictors of science achievement. This study shed light on the existing literature on the robust effects of motivational factors on students’ science achievement, both in elementary and middle school grades, as well as cross-culturally.

Authors

• Fa Zhang, Virginia Commonwealth University

• Christine Lee Bae, Virginia Commonwealth University