The Effects of 8th Graders’ Attitude, Interest, and Math Self-Concept on their Math Performance in TIMSS 2003-2015: A Trend Study 

The Effects of 8th Graders’ Attitude, Interest, and Math Self-Concept on their Math Performance in TIMSS 2003-2015: A Trend Study*   M. Ja’fari** A.R. Kiamanesh, Ph.D.*** A. Karimi, Ph.D.****   To determine the effects of self-concept, attitude, and interest on the math performance of 21082 eight graders participating in four TIMSS studies from 2003-2015, and the trend of these effects, factor analysis, effect size, and structural modeling were utilized. Findings indicate that self-concept can predict math performance, both directly and indirectly, followed by interest and attitude. However, the latter two have a negative impact on performance which calls for further studies to determine the reasons. As for the trends of these effects, data analyses show that the changes in performance, and in the three variables, are not unidirectional. From 2003 to 2007, despite an increase in self-concept and attitude scores, the average performance score has decreased. Within the 2007-2011 period the performance score has increased while the scores on self-concept and interest in math have decreased. Within the third interval, in spite of increase in performance score, the scores on all three other variables show a decrease.   Keywords: trend, TIMSS, math self-concept, attitude toward and interest in math, structural equations   _______________________ Date received: Jun. 20, 2017                                    Date accepted: Apr. 16, 2018 * Extracted from a doctoral dissertation funded by Academy of Scientific Research in Education. ** Doctoral Student in Educational Psychology, Islamic Azad University, Science and Research Branch, Tehran. [email protected] *** Professor of Research and Evaluation, Kharazmi University (Corresponding Author) [email protected] **** Associate Prof. at Islamic Azad University, South Tehran Branch; TIMSS and PIRLS National Research Coordinator. [email protected]