Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


Ahmed, Emtiaz_Dissertation_Final.pdf (3.52 MB)

ETD Abstract Container

Abstract Header

Racial-Ethnic Gaps in Achievement Motivational Constructs of U.S. Eighth-Grade Students that Predict Mathematics and Science Achievement

Ahmed, Emtiaz Rony
http://rave.ohiolink.edu/etdc/view?acc_num=kent1532072341697104

Abstract Details

2018, PHD, Kent State University, College of Education, Health and Human Services / School of Foundations, Leadership and Administration.
According to the TIMSS 2015 international study findings, students who enjoy learning mathematics a lot scored much higher (average 61 points) than the students who do not enjoy it a lot. Enjoying learning mathematics is one of the indicators of the construct “intrinsic motivation” towards mathematics, and this type of other constructs, such as confidence, attainment value, and utility value were found to have significant contributions in students’ academic achievement in previous studies. This study considered the Expectancy-Value Theory (E-VT) of achievement motivation and the Social Equity Theory (SET) to investigate racial-ethnic gaps in achievement motivational constructs as well as achievement scores of U.S. eighth-grade students in the mathematics and science domains. The TIMSS 2011 U.S. national data on mathematics and science were utilized to answer four research questions. The first research question addressed the psychometric properties of the achievement motivation scales in the TIMSS 2011 Student Background Questionnaire, and the findings of this study confirmed sound evidence regarding the construct, convergent, and divergent validity of the scales. The second research question looked for the racial-ethnic gaps in achievement motivational constructs. A series of measurement invariance tests confirmed that the racial-ethnic groups (Asian, Black, Hispanic, and White students) are not comparable after controlling for students’ relative standing or ability levels on the constructs. The third and fourth research questions sought to determine the extent to which the E-VT and the SET explain variance in mathematics and science achievement. This study results showed that the E-VT constructs explain more within-group variance in the mathematics domain (with moderate to large effect sizes) than the science domain (with moderate effect sizes), and the SET variables explain the almost similar amount of within-group variance in both domains (with moderate effect sizes). Regarding the between-group variance, the E-VT constructs explain more between-group variance (with moderate to large effect sizes) than the SET variables in both the mathematics and science domains.
Jason Schenker, Ph.D. (Committee Chair)
Tricia Niesz, Ph.D. (Committee Member)
Lisa Borgerding, Ph.D. (Committee Member)
229 p.
Education; Educational Evaluation; Educational Tests and Measurements
Achievement Motivation Gap; Achievement Gap; Measurement Invariance; Structural Regression; Multiple Mediations; Hierarchical Linear Regression

Recommended Citations

Citations

  • Ahmed, E. R. (2018). Racial-Ethnic Gaps in Achievement Motivational Constructs of U.S. Eighth-Grade Students that Predict Mathematics and Science Achievement [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1532072341697104

    APA Style (7th edition)

  • Ahmed, Emtiaz. Racial-Ethnic Gaps in Achievement Motivational Constructs of U.S. Eighth-Grade Students that Predict Mathematics and Science Achievement. 2018. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1532072341697104.

    MLA Style (8th edition)

  • Ahmed, Emtiaz. "Racial-Ethnic Gaps in Achievement Motivational Constructs of U.S. Eighth-Grade Students that Predict Mathematics and Science Achievement." Doctoral dissertation, Kent State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1532072341697104

    Chicago Manual of Style (17th edition)

kent1532072341697104
1,501
© 2018, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.