Poster #72 - Moderating Effect of Teacher Interaction on the Relationships Between Confidence and Achievement in Mathematics

• In Event: 77.059 - MTCC Tuesday Poster Session 18
  In Poster Session: 77.059-10 - Mathematics Education Research Poster Session

Abstract

This research investigates the relationships between students’ confidence and achievement in mathematics, which is moderated by teachers’ interaction with other teachers. We analyze the TIMSS 2015 data with the hierarchical linear modelling. Korea, Singapore, and the U.S. are selected for international comparison. In all three countries, the findings show that teacher interaction types moderate the relationships between confidence and mathematics achievement. Also, when the moderated relationships are found, Korean students with lower confidence levels and Singaporean students across all confidence levels are likely to have higher achievement as their teachers interact very often. However, in the U.S. students, the relationship between confidence and achievement is not moderated by teacher interaction, though their achievement is similar to those of other countries.

Authors

• Jihyun Hwang, University of Iowa

• Yeajin Ham, The University of Iowa