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The Role of Student Background and Science Motivational Beliefs in Academic Expectations of Turkish Students in TIMSS 2011

Year 2013, Volume: 9 Issue: 3, 159 - 165, 16.01.2014

Yasemin Taş

Abstract

The present study examined eight grade Turkish students’ academic expectations in relation to gender, home educational resources, family involvement, and motivational beliefs of self-efficacy and task value in science. Six thousand three hundred and thirty one students who participated in TIMSS 2011 consisted of the sample of the study. Logistic regression analyses results revealed that girls hold higher levels of expectations to attain university education than boys. Home educational resources, family involvement, and self-efficacy in science emerged as significant and positive predictors of students’ academic expectations, as well. Some suggestions were provided for science teachers to promote their students’ self-efficacy beliefs and for parents to improve their involvement in schooling. 

Keywords

academic expectation gender home educational resources family involvement self-efficacy

References

  • Astone, N. M., & Mclanahan, S. S. (1991). Family structure, parental practices and high school completion. American Sociological Review, 56, 309-320.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, New Jersey: Prentice-Hall.
  • Berberoğlu, G. (2007). Türk bakış açısından PISA araştırma sonuçları. etrieved from http www.konrad.org.tr Egitimturk 07girayberberoglu.pdf
  • Berberoglu, G., Celebi, O., Ozdemir, E., Uysal, E., & Yayan, B. (2003). Factors effecting achievement level of Turkish students in the Third International Mathematics and Science Study (TIMSS). Educational Sciences and Practice, 2(3), 3-14.
  • Bong, M. (2001). Role of self-efŞcacy and task-value in predicting college students’ course performance and future enrollment intentions. Contemporary Educational Psychology, 26, 553–570.
  • Bui, K. (2007). Educational expectations and academic achievement among middle and high school students. Education, 127, 328-331.
  • Erberber, E. (2009). Analyzing Turkey's data from TIMSS 2007 to investigate regional disparities in eighth grade science achievement. Published Doctorate Dissertation, Boston College.
  • Hill, N. E., & Craft, S. A. (2003). Parent–school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro- American families. Journal of Educational Psychology, 95, 74-83.
  • Eccles, J. S., & Wigfield, A. (1995). The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225.
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
  • Hanson, S. L. (1994). Lost talent: Unrealized educational aspirations and expectations among US youths. Sociology of Education, 67, 159–183.
  • Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509–527.
  • Joncas & Foy, (n.d.). Sample design in TIMSS and PIRLS. Retrieved from http://timssandpirls.bc.edu/methods/t-sample-design.html
  • Kahraman, N., & Sungur, S. (2011). The contribution of motivational beliefs to students’ metacognitive strategy use. Education and Science, 36, 3-10.
  • Kalender, I., & Berberoglu, G. (2008). An assessment of factors related to science achievement of Turkish students. International Journal of Science Education, 1–16.
  • Kao, G., & Tienda, M. (1998). Educational aspirations of minority youth. American Journal of Education, 106, 349–384.
  • Liu, K-S., Cheng, Y-Y., Chen, Y-L., & Wu, Y-Y. (2009). Longitudinal effects of educational expectations and achievement attributions on adolescents' academic achievements. Adolescence, 44, 911-924.
  • Martin, M. O., Mullis, I. V. S., Foy, P., & Arora, A. (n.d.). Creating and interpreting context questionnaire scales. Retrieved from http://timss.bc.edu/methods/t-context-q-scales.html
  • Mau, W. C. (1995). Educational planning and academic achievement of middle school students: A racial and cultural comparison. Journal of Counseling and Development, 75(5), 518-526.
  • Mau, W. C. (2003). Factors that influence persistence in science and engineering career aspirations. The Career Development Quarterly, 51, 234-243.
  • Meece, J. L., WigŞeld, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents’ course enrollment intentions and performances in mathematics. Journal of Educational Psychology, 82, 60–70.
  • Paulsen, M. B., & Feldman, K. A. (2005). The conditional and interaction effects of epistemological beliefs on the self-regulated learning of college students: Motivational strategies. Research in Higher Education, 46 (7), 731–768.
  • Pajares, M. F., & Johnson, M. J. (1993). Confidence and competence in writing: the role of self- efficacy, outcome expectancy, and apprehension. Paper presented at the Annual Meeting of the American Educational Research Association, April 1993, Atlanta, GA.
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd Ed.). Upper Saddle River, NJ: Prentice Hall.
  • Shell, D. F., Murhy, C. C., & Bruning, R. H. (1989). Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81, 91- 100.
  • Shumow, L., Lyutykh, E., & Schmidt, J. A. (2011). Predictors and outcomes of parental involvement with high school students in science. The School Community Journal, 21(2), 81- 98.
  • TIMSS, (2013). Retrieved from http://timss.bc.edu/timss2011/index.html
  • Trusty, J. (2000). High educational expectations and low achievement: Stability of educational goals across adolescence. The Journal of Educational Research, 93, 356–365.
  • Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6(1), 49-78.
  • Yumusak, N., Sungur, S., & Cakiroglu, J. (2007). Turkish high school students’ biology achievement in relation to academic self-regulation. Educational Research and Evaluation, 13(1), 53-69.

TIMSS 2011 Çalışmasına Katılan Türkiye’deki Öğrencilerin Akademik Beklentileri

Year 2013, Volume: 9 Issue: 3, 159 - 165, 16.01.2014

Yasemin Taş

Abstract

References

  • Astone, N. M., & Mclanahan, S. S. (1991). Family structure, parental practices and high school completion. American Sociological Review, 56, 309-320.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, New Jersey: Prentice-Hall.
  • Berberoğlu, G. (2007). Türk bakış açısından PISA araştırma sonuçları. etrieved from http www.konrad.org.tr Egitimturk 07girayberberoglu.pdf
  • Berberoglu, G., Celebi, O., Ozdemir, E., Uysal, E., & Yayan, B. (2003). Factors effecting achievement level of Turkish students in the Third International Mathematics and Science Study (TIMSS). Educational Sciences and Practice, 2(3), 3-14.
  • Bong, M. (2001). Role of self-efŞcacy and task-value in predicting college students’ course performance and future enrollment intentions. Contemporary Educational Psychology, 26, 553–570.
  • Bui, K. (2007). Educational expectations and academic achievement among middle and high school students. Education, 127, 328-331.
  • Erberber, E. (2009). Analyzing Turkey's data from TIMSS 2007 to investigate regional disparities in eighth grade science achievement. Published Doctorate Dissertation, Boston College.
  • Hill, N. E., & Craft, S. A. (2003). Parent–school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro- American families. Journal of Educational Psychology, 95, 74-83.
  • Eccles, J. S., & Wigfield, A. (1995). The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225.
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
  • Hanson, S. L. (1994). Lost talent: Unrealized educational aspirations and expectations among US youths. Sociology of Education, 67, 159–183.
  • Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509–527.
  • Joncas & Foy, (n.d.). Sample design in TIMSS and PIRLS. Retrieved from http://timssandpirls.bc.edu/methods/t-sample-design.html
  • Kahraman, N., & Sungur, S. (2011). The contribution of motivational beliefs to students’ metacognitive strategy use. Education and Science, 36, 3-10.
  • Kalender, I., & Berberoglu, G. (2008). An assessment of factors related to science achievement of Turkish students. International Journal of Science Education, 1–16.
  • Kao, G., & Tienda, M. (1998). Educational aspirations of minority youth. American Journal of Education, 106, 349–384.
  • Liu, K-S., Cheng, Y-Y., Chen, Y-L., & Wu, Y-Y. (2009). Longitudinal effects of educational expectations and achievement attributions on adolescents' academic achievements. Adolescence, 44, 911-924.
  • Martin, M. O., Mullis, I. V. S., Foy, P., & Arora, A. (n.d.). Creating and interpreting context questionnaire scales. Retrieved from http://timss.bc.edu/methods/t-context-q-scales.html
  • Mau, W. C. (1995). Educational planning and academic achievement of middle school students: A racial and cultural comparison. Journal of Counseling and Development, 75(5), 518-526.
  • Mau, W. C. (2003). Factors that influence persistence in science and engineering career aspirations. The Career Development Quarterly, 51, 234-243.
  • Meece, J. L., WigŞeld, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents’ course enrollment intentions and performances in mathematics. Journal of Educational Psychology, 82, 60–70.
  • Paulsen, M. B., & Feldman, K. A. (2005). The conditional and interaction effects of epistemological beliefs on the self-regulated learning of college students: Motivational strategies. Research in Higher Education, 46 (7), 731–768.
  • Pajares, M. F., & Johnson, M. J. (1993). Confidence and competence in writing: the role of self- efficacy, outcome expectancy, and apprehension. Paper presented at the Annual Meeting of the American Educational Research Association, April 1993, Atlanta, GA.
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd Ed.). Upper Saddle River, NJ: Prentice Hall.
  • Shell, D. F., Murhy, C. C., & Bruning, R. H. (1989). Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81, 91- 100.
  • Shumow, L., Lyutykh, E., & Schmidt, J. A. (2011). Predictors and outcomes of parental involvement with high school students in science. The School Community Journal, 21(2), 81- 98.
  • TIMSS, (2013). Retrieved from http://timss.bc.edu/timss2011/index.html
  • Trusty, J. (2000). High educational expectations and low achievement: Stability of educational goals across adolescence. The Journal of Educational Research, 93, 356–365.
  • Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6(1), 49-78.
  • Yumusak, N., Sungur, S., & Cakiroglu, J. (2007). Turkish high school students’ biology achievement in relation to academic self-regulation. Educational Research and Evaluation, 13(1), 53-69.
There are 31 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Yasemin Taş

Publication Date January 16, 2014
Published in Issue Year 2013 Volume: 9 Issue: 3

Cite

APA Taş, Y. (2014). The Role of Student Background and Science Motivational Beliefs in Academic Expectations of Turkish Students in TIMSS 2011. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(3), 159-165. https://doi.org/10.17860/efd.84118

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