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The Role of School and National Context in Predicting Student Motivation in STEM.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Role of School and National Context in Predicting Student Motivation in STEM./
Author:	Stack, Kristen F.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	201 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-11, Section: A.
Contained By:	Dissertations Abstracts International81-11A.
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27837718
ISBN:	9798643195504

The Role of School and National Context in Predicting Student Motivation in STEM.
Stack, Kristen F.

The Role of School and National Context in Predicting Student Motivation in STEM. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 201 p.

Source: Dissertations Abstracts International, Volume: 81-11, Section: A.

Thesis (Ph.D.)--Lehigh University, 2020.

This item must not be sold to any third party vendors.

Student motivation predicts academic achievement, school engagement, and related academic behaviors. Yet in spite of the importance of motivation in contributing to students' academic success, relatively few studies have examined the school and national-level contextual characteristics that may be associated with student motivational outcomes. The present study uses hierarchical linear modeling to analyze a large international public dataset (i.e., the Trends in International Mathematics and Science Study; TIMSS 2015) of eighth grade students in 40 countries to assess the extent to which math and science motivation vary by individual (i.e., gender, age, paternal education level, maternal education level, achievement), school (i.e., general school climate, perceived threats to school safety, mean achievement, school economic disadvantage, school affluence), and country-level factors (i.e., national economic resources and cultural individualism). Findings indicate that several malleable contextual variables predict student interest, self-efficacy, and utility value related to math and science. Most notably, student perceptions of school climate emerged as a strong and consistent predictor of STEM motivation, above and beyond demographic and achievement factors. The current study identifies the characteristics of students at risk for poor motivation and associated negative outcomes and emphasizes the potential viability of school climate intervention for preventing academic and motivational problems on a large-scale.

ISBN: 9798643195504Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Academic motivation

The Role of School and National Context in Predicting Student Motivation in STEM.
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520 $a Student motivation predicts academic achievement, school engagement, and related academic behaviors. Yet in spite of the importance of motivation in contributing to students' academic success, relatively few studies have examined the school and national-level contextual characteristics that may be associated with student motivational outcomes. The present study uses hierarchical linear modeling to analyze a large international public dataset (i.e., the Trends in International Mathematics and Science Study; TIMSS 2015) of eighth grade students in 40 countries to assess the extent to which math and science motivation vary by individual (i.e., gender, age, paternal education level, maternal education level, achievement), school (i.e., general school climate, perceived threats to school safety, mean achievement, school economic disadvantage, school affluence), and country-level factors (i.e., national economic resources and cultural individualism). Findings indicate that several malleable contextual variables predict student interest, self-efficacy, and utility value related to math and science. Most notably, student perceptions of school climate emerged as a strong and consistent predictor of STEM motivation, above and beyond demographic and achievement factors. The current study identifies the characteristics of students at risk for poor motivation and associated negative outcomes and emphasizes the potential viability of school climate intervention for preventing academic and motivational problems on a large-scale.
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