Self-Efficacy- and Motivation-Related Items Predicting Mathematics Achievement in 39 Societies

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Abstract

The paper examines the degree to which self-efficacy, extrinsic and intrinsic motivation-related TIMSS-2019 items explain the Mathematics Achievement of 8th-grade students in 39 countries. We use weighted two-level linear models, controlling for students' SES and gender. The results indicate that there is a considerable difference in how well self-efficacy and extrinsic and intrinsic motivation-related items explain mathematics achievement across cultures. Self-efficacy-related items are more strongly associated with mathematics achievement than intrinsic motivation-related items across most cultures. Extrinsic motivation-related items are not always reliable predictors and tend to be lower than intrinsic motivation-related items in most cultures. The results have significance for policymakers to be cautious in initiating mathematics curriculum reforms in their national context on the basis of TIMSS results.

Author

• Roza Nalbandyan, Stanford University