Factorial, convergent, and discriminant validity of timss math and science motivation measures: A comparison of Arab and Anglo-Saxon countries.

Abstract

For the international Trends in International Mathematics and Science Study (TIMSS2007) math and science motivation scales (self-concept, positive affect, and value), we evaluated the psychometric properties (factor structure, method effects, gender differences, and convergent and discriminant validity) in 4 Arab-speaking countries (Saudi Arabia, Jordan, Oman, and Egypt) and 4 English-speaking Anglo-Saxon countries (United States, England, Australia, and Scotland). In this article, we also highlight methodological weaknesses in the TIMSS approach to these motivation measures. We found reasonable support for within-group invariance across the math and science domains and between-group invariance across countries for full factor loading invariance and partial item intercept invariance. However, the factor structure is complicated by strong negative-item method effects and correlated unique characteristics associated with the use of math and science items with parallel wording. Correlations involving the motivation factors were reasonably similar across countries, supporting both discriminant and convergent validity in relation to achievement, plans to take more coursework in math and science, and long-term educational aspirations. However, gender differences largely favor girls in the Arab countries (with strong single-sex education systems) relative to Anglo countries (and international norms). The juxtapositions of latent mean differences in achievement and motivation factors are perplexing; students from Anglo countries had substantially higher achievement than students from Arab countries but had substantially lower motivation across all 8 math and science factors.

TIMSS data in an African comparative perspective: Investigating the factors influencing achievement in mathematics and their psychometric properties

“…In the Arabic world, consistent with the TIMSS findings (see also, Marsh et al 2013;Ayalon and Livneh 2013), studies have found higher achievements favoring girls in Middle Eastern Arabic-speaking countries (e.g., Abu-Hilal 2001;Fryer and Levitt 2010;Mullis et al 2012) but favoring boys in Arabic countries in Africa (Ayalon and Livneh 2013). A possible explanation for the Middle Eastern Arabic-speaking scenario is that girls are more restricted to their homes than boys, and therefore they have more time to focus on their schoolwork than boys (Abu-Hilal 2001).…”

“…Studies across different countries have consistently identified a cultural dimension for gender differences in mathematicsrelated affect and performance (Hyde and Mertz 2009;Forgasz et al 2015) with studies indicating that gender significantly influences students' mathematics self-concept, mathematics self-confidence, and the perceived usefulness of mathematics (e.g., Belcher et al 2006). For instance, studies have reported lower mathematics confidence, less liking for mathematics, a lower mathematics self-concept, and a lower value for mathematics for girls in science and mathematics tasks (Frenzel et al 2010;Hyde et al 1990;Else-Quest et al 2010;Marsh et al 2013;OECD 2015;Nagy et al 2010;Watt 2004;Watt et al 2012). Moreover, other studies have consistently shown gender differences favoring males in their mathematics ability even when there is no evidence of any achievement differences between the sexes (Frenzel et al 2010;Nagy et al 2010;Watt 2004).…”

“…The model further posits that parents' and teachers' expectations, parental involvement, values, and beliefs influence students' motivation, students' goals (e.g., educational aspirations), their competence beliefs (e.g., self-confidence) and task values (e.g., value for mathematics) (Eccles et al 1990;Jacobs and Bleeker 2004;Jacobs and Eccles 2000). As far as the relationship between affect and achievement is concerned, most studies have found that they have a positive relationship (Ma and Kishor 1997;Marsh et al 2013;Wilkins et al 2002;Vermeer et al 2000); however, others have found a negative relationship (e.g., Wilkins 2004) especially in international comparative studies (Kifer 2002;Shen and Tam 2008;Shen and Pedulla 2000). In a meta-analysis study, Hattie (2009) demonstrated that mathematics-related affect (e.g., mathematics self-concept) is the best non-cognitive predictors of individual achievement in mathematics (see also Stankov and Lee 2014).…”

“…TIMSS motivational constructs are broadly divided into self-confidence-a specific form of self-concept (often referred to as competence belief), positive affect (i.e., intrinsic motivation: student like learning mathematics), and task value-including importance (i.e., extrinsic motivation: students' value for mathematics) (see Marsh et al 2013). Motivation has been studied in the literature mostly by distinguishing between intrinsic and extrinsic motivation (e.g., Ryan and Deci 2000).…”

Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.

“…In this context, it might not only be worthwhile to study the math and verbal domains separately but to also investigate different domains simultaneously . Furthermore, since only self-concept operationalized as students' perceptions of competence was considered, further variables for students' self-perceptions should be addressed such as affect self-perceptions (Arens et al, 2011;Marsh et al, 2013). Finally, beyond achievement, it might be worthwhile to take a broader range of outcome variables such as goal orientations , effort (Trautwein, Lüdtke, Schnyder, & Niggli, 2006) or emotions (Pekrun, 2006) into account.…”