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  • Book
  • Open Access
  • © 2019

Motivational Profiles in TIMSS Mathematics

Exploring Student Clusters Across Countries and Time

  • Uses TIMSS data collected from multiple countries across twenty years

  • Employs a person-centered approach to explore student clusters using motivation and affect variables

  • Uncovers meaningful clusters of students with consistent or more nuanced motivational profiles

  • Identifies student profiles with inconsistent motivation scores, where self-confidence levels are closely aligned with average achievement

Part of the book series: IEA Research for Education (IEAR, volume 7)

Table of contents (6 chapters)

  1. Front Matter

    Pages i-xi
  2. Introduction to Motivational Profiles in TIMSS Mathematics

    • Michalis P. Michaelides, Gavin T. L. Brown, Hanna Eklöf, Elena C. Papanastasiou
    Pages 1-7Open Access
  3. The Relationship of Motivation with Achievement in Mathematics

    • Michalis P. Michaelides, Gavin T. L. Brown, Hanna Eklöf, Elena C. Papanastasiou
    Pages 9-23Open Access
  4. Methodology: Cluster Analysis of Motivation Variables in the TIMSS Data

    • Michalis P. Michaelides, Gavin T. L. Brown, Hanna Eklöf, Elena C. Papanastasiou
    Pages 25-40Open Access
  5. Cluster Analysis Results for TIMSS 2015 Mathematics Motivation by Grade and Jurisdiction

    • Michalis P. Michaelides, Gavin T. L. Brown, Hanna Eklöf, Elena C. Papanastasiou
    Pages 41-71Open Access
  6. Cluster Analysis Findings Over 20 Years of TIMSS

    • Michalis P. Michaelides, Gavin T. L. Brown, Hanna Eklöf, Elena C. Papanastasiou
    Pages 73-83Open Access
  7. Insights from Motivational Profiles in TIMSS Mathematics

    • Michalis P. Michaelides, Gavin T. L. Brown, Hanna Eklöf, Elena C. Papanastasiou
    Pages 85-95Open Access
  8. Back Matter

    Pages 97-144

About this book

This open access book presents a person-centered exploration of student profiles, using variables related to motivation to do school mathematics derived from the IEA’s Trends in International Mathematics and Science Study (TIMSS) data. Statistical cluster analysis is used to identify groups of students with similar motivational profiles, across grades and over time, for multiple participating countries.

While motivational variables systematically relate to school outcomes, linear relationships can obscure the diverse makeup of student subgroups, each with varying combinations of motivation, emotions, and attitudes. In this book, a person-centered analysis of distinct and meaningful motivational profiles and their differences on sociodemographic variables and mathematics performance broadens understanding about the role that motivation characteristics play in learning and achievement in mathematics. 

Exploiting the richness of IEA’s TIMSS data from many countries, extracted clusters reveal consistent, as well as certain nuanced patterns that are systematically linked to sociodemographic and achievement measures. Student clusters with inconsistent motivational profiles were found in all countries; mathematics self-confidence then emerged as the variable more closely associated with average achievement. The findings demonstrate that teachers, researchers, and policymakers need to take into account differential student profiles, prioritizing techniques that target skill and competence in mathematics, in educational efforts to develop student motivation.


Keywords

  • International large-scale educational assessments
  • IEA
  • Cross-cultural education research
  • Achievement motivation
  • Mathematics achievement
  • Motivation, affect and attitudes
  • School mathematics
  • Cluster analysis
  • TIMSS data
  • Learning and achievement in mathematics
  • Motivation profiles
  • Mathematics self-confidence
  • Enjoyment of mathematics
  • Students value mathematics
  • Trends in International Mathematics and Science Study
  • Open Access

Authors and Affiliations

  • Department of Psychology, University of Cyprus, Nicosia, Cyprus

    Michalis P. Michaelides

  • The University of Auckland, Auckland, New Zealand

    Gavin T. L. Brown

  • Umeå University, Umeå, Sweden

    Hanna Eklöf

  • Department of Education, University of Nicosia, Nicosia, Cyprus

    Elena C. Papanastasiou

Bibliographic Information