TY - JOUR
T1 - The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data
AU - Pitsia, Vasiliki
AU - Biggart, Andrew
AU - Karakolidis , Anastasios
PY - 2017/4
Y1 - 2017/4
N2 - Non-cognitive factors have been considered as particularly important aspects in shaping students' academic achievement. The current study aimed to examine a number of these factors in relation to the prediction of mathematics achievement among a representative sample of students in Greece. The sample consisted of 5125 15-year-old students who participated in the Programme for International Student Assessment (PISA) 2012. The study considered the extent to which students' mathematics self-beliefs, motivation to learn mathematics and attitudes towards school contributed to the prediction of their mathematics achievement. Multilevel modelling assessed both individual and school level variation, revealing that students' mathematics self-efficacy, anxiety, self-concept, instrumental motivation and attitudes towards school were statistically significant predictors of their mathematics achievement, even after controlling for their gender and school socio-economic status (SES). Policy implications are discussed based on the findings of the current research study.
AB - Non-cognitive factors have been considered as particularly important aspects in shaping students' academic achievement. The current study aimed to examine a number of these factors in relation to the prediction of mathematics achievement among a representative sample of students in Greece. The sample consisted of 5125 15-year-old students who participated in the Programme for International Student Assessment (PISA) 2012. The study considered the extent to which students' mathematics self-beliefs, motivation to learn mathematics and attitudes towards school contributed to the prediction of their mathematics achievement. Multilevel modelling assessed both individual and school level variation, revealing that students' mathematics self-efficacy, anxiety, self-concept, instrumental motivation and attitudes towards school were statistically significant predictors of their mathematics achievement, even after controlling for their gender and school socio-economic status (SES). Policy implications are discussed based on the findings of the current research study.
U2 - 10.1016/j.lindif.2017.03.014
DO - 10.1016/j.lindif.2017.03.014
M3 - Article
SN - 1041-6080
VL - 55
SP - 163
EP - 173
JO - Learning and Individual Differences
JF - Learning and Individual Differences
ER -
