|
|
|
|
| LEADER |
05381nam a22004453i 4500 |
| 001 |
EBC5926956 |
| 003 |
MiAaPQ |
| 005 |
20231204023214.0 |
| 006 |
m o d | |
| 007 |
cr cnu|||||||| |
| 008 |
231204s2019 xx o ||||0 eng d |
| 020 |
|
|
|a 9783030261832
|q (electronic bk.)
|
| 020 |
|
|
|z 9783030261825
|
| 035 |
|
|
|a (MiAaPQ)EBC5926956
|
| 035 |
|
|
|a (Au-PeEL)EBL5926956
|
| 035 |
|
|
|a (OCoLC)1132420987
|
| 040 |
|
|
|a MiAaPQ
|b eng
|e rda
|e pn
|c MiAaPQ
|d MiAaPQ
|
| 050 |
|
4 |
|a LB3050-3060.87
|
| 100 |
1 |
|
|a Michaelides, Michalis P.
|
| 245 |
1 |
0 |
|a Motivational Profiles in TIMSS Mathematics :
|b Exploring Student Clusters Across Countries and Time.
|
| 250 |
|
|
|a 1st ed.
|
| 264 |
|
1 |
|a Cham :
|b Springer International Publishing AG,
|c 2019.
|
| 264 |
|
4 |
|c ©2019.
|
| 300 |
|
|
|a 1 online resource (149 pages)
|
| 336 |
|
|
|a text
|b txt
|2 rdacontent
|
| 337 |
|
|
|a computer
|b c
|2 rdamedia
|
| 338 |
|
|
|a online resource
|b cr
|2 rdacarrier
|
| 490 |
1 |
|
|a IEA Research for Education Series ;
|v v.7
|
| 505 |
0 |
|
|a Intro -- Foreword -- Acknowledgments -- Contents -- 1 Introduction to Motivational Profiles in TIMSS Mathematics -- 1.1 Motivation in Mathematics in Studies of Educational Achievement -- 1.2 A Person-Centered Approach to the Study of Motivation in TIMSS Mathematics -- 1.3 Potential to Expand the Current State of Research -- 1.4 Overview of This Book -- References -- 2 The Relationship of Motivation with Achievement in Mathematics -- 2.1 Introduction to Student Motivation -- 2.2 Theoretical Approaches to the Study of Motivation -- 2.2.1 Self-determination Theory -- 2.2.2 Expectancy-Value Theory -- 2.2.3 Self-efficacy Theory -- 2.2.4 Self-concept -- 2.2.5 Achievement Goal Theory -- 2.3 Measures of Motivation in TIMSS -- 2.4 The Relationship Between Motivation and Achievement -- 2.5 Self-reported Ratings of Motivation Across Education Systems -- 2.6 Self-reported Ratings of Motivation Across Ages -- 2.7 Another Approach to Studying the Motivation- Achievement Relationship -- References -- 3 Methodology: Cluster Analysis of Motivation Variables in the TIMSS Data -- 3.1 TIMSS Sampling -- 3.2 Jurisdictions Included in This Study -- 3.3 Instrumentation -- 3.3.1 Motivation Measures in the TIMSS 2015 Administration -- 3.3.2 Motivation Measures in the TIMSS 2007 Administration -- 3.3.3 Motivation Measures in the 1995 Administration -- 3.4 Other Variables Included in the Study -- 3.4.1 TIMSS Achievement Score Estimation -- 3.4.2 Other Variables of Interest -- 3.5 Analysis Technique -- References -- 4 Cluster Analysis Results for TIMSS 2015 Mathematics Motivation by Grade and Jurisdiction -- 4.1 Introducing the Person-Centered Approach -- 4.2 Cluster Analysis Results for the TIMSS 2015 Administration at Grade Four by Jurisdiction -- 4.2.1 Australia -- 4.2.2 Canada-Ontario -- 4.2.3 Canada-Quebec -- 4.2.4 England -- 4.2.5 Hong Kong -- 4.2.6 Hungary.
|
| 505 |
8 |
|
|a 4.2.7 Iran -- 4.2.8 Japan -- 4.2.9 Norway -- 4.2.10 Singapore -- 4.2.11 Slovenia -- 4.2.12 USA -- 4.3 Cluster Analysis Results for the TIMSS 2015 Administration at Grade Eight by Jurisdiction -- 4.3.1 Australia -- 4.3.2 Canada-Ontario -- 4.3.3 Canada-Quebec -- 4.3.4 England -- 4.3.5 Hong Kong -- 4.3.6 Hungary -- 4.3.7 Iran -- 4.3.8 Japan -- 4.3.9 Norway -- 4.3.10 Singapore -- 4.3.11 Slovenia -- 4.3.12 USA -- 5 Cluster Analysis Findings Over 20 Years of TIMSS -- 5.1 Summary of Cluster Analysis Results for Grade Four Samples -- 5.1.1 The TIMSS 1995 Administration -- 5.1.2 The TIMSS 2007 Administration -- 5.1.3 The TIMSS 2015 Administration -- 5.2 Summary of Cluster Analysis Results for Grade Eight Samples -- 5.2.1 The TIMSS 1995 Administration -- 5.2.2 The TIMSS 2007 Administration -- 5.2.3 The TIMSS 2015 Administration -- 5.3 Twenty-Year Patterns in TIMSS by Country and Grade -- 6 Insights from Motivational Profiles in TIMSS Mathematics -- 6.1 Examining the Role of Motivation in Educational Achievement -- 6.2 Clusters of Students Using Motivation Variables: A Person-Centered Approach -- 6.3 Motivation Clusters and Achievement -- 6.4 Motivation Clusters, and Student and Family Characteristics -- 6.5 Methodological Concerns -- 6.6 Concluding Remarks -- References -- Appendix A IBM SPSS Code for the Two-Step Cluster Analysis -- B TIMSS 1995 and 2007 Boxplots by Cluster for Each Jurisdiction -- B.1 Grade Four -- B.2 Grade Eight -- C TIMSS 1995 and 2007 Descriptive Statistics by Cluster for Each Jurisdiction -- C.1 Grade Four, TIMSS 1995 -- C.2 Grade Eight, TIMSS 1995 -- C.3 Grade Four, TIMSS 2007 -- C.4 Grade Eight, TIMSS 2007.
|
| 588 |
|
|
|a Description based on publisher supplied metadata and other sources.
|
| 590 |
|
|
|a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
|
| 655 |
|
4 |
|a Electronic books.
|
| 700 |
1 |
|
|a Brown, Gavin T. L.
|
| 700 |
1 |
|
|a Eklöf, Hanna.
|
| 700 |
1 |
|
|a Papanastasiou, Elena C.
|
| 776 |
0 |
8 |
|i Print version:
|a Michaelides, Michalis P.
|t Motivational Profiles in TIMSS Mathematics
|d Cham : Springer International Publishing AG,c2019
|z 9783030261825
|
| 797 |
2 |
|
|a ProQuest (Firm)
|
| 830 |
|
0 |
|a IEA Research for Education Series
|
| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/matrademy/detail.action?docID=5926956
|z Click to View
|
