Effects of Perception of Teachers’ Expectations, Ability Beliefs, Utility Values, and Intrinsic Values on Math and Science Achievement Among Eighth-Grade Students in Taiwan: A Multilevel Structural Equation Model Using TIMSS 2011
Author: Min-Yu Chen(Department of Education, University of Taipei), Ching-Yun Yu(Department of Psychology and Counseling, University of Taipei)
Vol.&No.：Vol. 62, No.1
Date：March 2017
Pages：59-102
DOI：doi:10.6209/JORIES.2017.62(1).03
Abstract：
On the basis of expectancy-value theory, multilevel structural equation models and trends in mathematics and science study 2011 data were applied to investigate the effects of the student-level variables (perception of teachers’ expectations, ability beliefs, utility values, and intrinsic values) and their respective class-level variables on math and science achievement, and to test the mediation effect of ability belief between students’ perception of teachers’ expectations and the math and science achievements of eighth-grade students in Taiwan. The study revealed the following results: (1) The student-level and class-level structures exhibited differences. (2) At the student level, students’ ability belief had the strongest effect on their math and science achievement; the class level of ability belief had a positive effect on math and science achievement. (3) Ability belief had a significant mediating effect between the perception of teachers’ expectations and math and science achievement. Finally, according to the results, some suggestions for practical applications and future research were introduced.
Keywords：expectancy-value theory, math and science achievement, multilevel structural equation model (MSEM), secondary data analysis, trends in mathematics and science study (TIMSS) 2011
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