Factorial, Convergent, and Discriminant Validity of TIMSS Math and Science Motivation Measures: A Comparison of Arab and Anglo-Saxon Countries

By Herbert W. Marsh, Adel S. Abduljabbar, Maher M. Abu-Hilal, Alexandre J. S. Morin, F. Abdelfattah, K. Leung, Man K. Xu, Benjamin Nagengast, P. Parker. 2013

182 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c560306af59054d44835147403daec4ecccd9664

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes (2014, unknown): “Email: philip.parker@uws.edu.au Educational Psychology, 2014 Vol. 34, No. 1, 29–48, http://dx.doi.org/10.1080/01443410.2013.797339 2013 Taylor & Francis (e.g. Lee, 2009; Marsh & Hau, 2003, 2004; Marsh et al., 2013).”
Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations : A multi-cohort study (2015, methodology): “First, we hypothesized math self-concept to be a stronger predictor of mathematics achievement, and value to be a stronger predictor of educational aspiration, when both expectancy and value are considered simultaneously (e.g., Eccles & Wigfield, 2002; Marsh et al., 2013).”
The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations (2015, methodology): “Marsh et al. (2013) evaluated the factor structure of TIMSS mathematics and science constructs for eight (four Arab-speaking and four Englishspeaking) countries based on the eighth-grade cohort.”
Dual commitment to organization and supervisor: A person-centered approach (2015, background): “…CC:LA; supervisor: AC, NC, and CC; POS and PSS), and included correlated uniquenesses among negatively-worded items and parallel-worded POS and PSS items (i.e., to account for the methodological artefacts associated with these wording effects: Marsh, Scalas, & Nagengast, 2010; Marsh et al., 2013).”
Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions (2017, methodology): “A scale of students’ Self-confidence in Learning Science that assesses how students think about their ability in specific domains was used to measure academic self-concept in TIMSS studies (Marsh et al., 2013, See Table 2).”
Directionality of the Associations of High School Expectancy-Value, Aspirations, and Attainment (2015, result): “Academic selfconcept has been demonstrated as a stronger predictor of academic achievement compared to value beliefs (e.g., Marsh et al., 2013; Trautwein et al., 2012; Wigfield & Eccles, 2002).”
Social and Dimensional Comparisons in Math and Verbal Test Anxiety: Within- and Cross-domain Relations with Achievement and the Mediating Role of Academic Self-concept☆ (2017, background): “Furthermore, all models considered correlated uniquenesses to account for potential shared method variance attributed to the wordings of the items (Marsh et al., 2013).”
The Big-Fish-Little-Pond Effect in Mathematics (2014, methodology): “Previous analyses of TIMSS 2003 (Chiu, 2008, 2011) and 2007 (Marsh et al., 2013) found a method effect associated with negatively worded items, which needs to be controlled by the inclusion of correlated uniqueness.”
Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender (2016, methodology): “Overall, the generalizability of the competence-affect separation of math self-concept seem to be generalizable across preschool children (this study), elementary school students (Arens et al., 2011), and secondary school students (Marsh et al., 2013).”
Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering. (2019, methodology): “Indeed, the expectancy model explained significantly less variance in retention than any of the forms of value, suggesting that when students consider whether or not to change majors, their values are more salient to that choice than expectancies for success, in line with prior research (Eccles & Wi”
Relations between Teachers' Emotional Exhaustion and Students' Educational Outcomes. (2016, background): “…research should also take into account a greater range of students’ outcomes, such as positive affect (i.e., liking and enjoyment of learning; e.g., Marsh et al., 2013), proactive classroom behaviors (i.e., active participation and engagement; e.g., Fredricks, Blumenfeld, & Paris, 2004), or sense…”
The big-fish-little-pond effect: Generalizability of social comparison processes over two age cohorts from Western, Asian, and Middle Eastern Islamic countries. (2015, methodology): “Our a priori factor model (following from Marsh et al., 2013; see supplemental materials) is a simple model in which the four self-concept items are associated with one latent self-concept factor, MAch is a single-item variable (represented by TIMSS’s five sets of plausible values that control for…”