Control-value theory proposes that achievement emotions impact achievement, and that achievement outcomes (i.e., success and failure) reciprocally influence the development of achievement emotions. Academic buoyancy is an adaptive response to minor academic adversity, and might, therefore, offer protection from achievement being undermined by…

The purpose of the study is to analyze the affective traits that affect mathematics achievement through Structural Equation Modeling (SEM) as a traditional regression model and Multivariate Adaptive Regression Splines (MARS), as one of the data mining methods. Structural Equation Modeling, one of the regression-based methods, is quite popular for…

For many countries, inequitable access to rigorous content and instruction at the early grades leads to the low academic performance for students with fewer resources at home. One way to assess these inequities, and identify possible mediators, is to consider the role of instructional leadership as a means for schools to set educational goals for…

We examined Differential Item Functioning (DIF) and the size of cross-cultural performance differences in the Programme for International Student Assessment (PISA) 2012 mathematics data before and after application of propensity score matching. The mathematics performance of Indonesian, Turkish, Australian, and Dutch students on released items was…

The aim of this study was to investigate the interplay between test anxiety and working memory (WM) on mathematics performance in younger children. A sample of 624 grade 3 students completed a test battery consisting of a test anxiety scale, WM tasks and the Swedish national examination in mathematics for grade 3. The main effects of test anxiety…

Concerning the underrepresentation of female students in computer science (CS) classes at the K-12 level and math-intensive STEM fields, this study investigated the relationship between female students earning less credits in CS courses during high school and their STEM major choices. Data were drawn from a nationally representative sample of U.S.…

Research has identified various domain-general and domain-specific cognitive abilities as predictors of children's individual differences in mathematics achievement. However, research into the predictors of children's individual growth rates, namely between-person differences in within-person change in mathematics achievement is scarce. We…

With the rise of large-scale academic assessment programs around the world, there is a need to better understand the factors predicting students' achievement in these assessment exercises. This investigation into national numeracy assessment drew on ecological and transactional conceptualizing involving student, student/home, and school factors.…

Background: Developing sufficient mathematical skills is a prerequisite to function adequately in society today. Given this, an important task is to increase our understanding regarding the cognitive mechanisms underlying young people's acquisition of early number skills and formal mathematical knowledge. Aims: The purpose was to examine whether…

Although many studies have documented developmental change in mathematics motivation, little is known about how these trends predict math performance. A sample of 288 participants from the United States reported their perceived math ability, math utility value and math interest in 5th, 7th and 9th grades. Latent growth curve models estimated…

The purpose of this study was to examine the cognitive predictors of calculations and number line estimation with whole numbers and fractions. At-risk 4th-grade students (N = 139) were assessed on 6 domain-general abilities (i.e., working memory, processing speed, concept formation, language, attentive behavior, and nonverbal reasoning) and…

This study focuses on "high achievement but low motivation" phenomenon that is prevalent in East Asian countries and districts, and uses eighth graders in Taipei that participated in TIMSS 2007 as an example to examine the direct and indirect effects of academic motivation, positive affect, and instruction on science achievement.…

The aim of this study is to demonstrate the science success regression levels of chosen emotional features of 8th grade students using Structural Equation Model. The study was conducted by the analysis of students' questionnaires and science success in TIMSS 2011 data using SEM. Initially, the factors that are thought to have an effect on science…

This study investigated longitudinal pathways leading from early spatial skills in first-grade girls to their fifth-grade analytical math reasoning abilities (N = 138). First-grade assessments included spatial skills, verbal skills, addition/subtraction skills, and frequency of choice of a decomposition or retrieval strategy on the…

Large-scale studies, such as the Trends in International Mathematics and Science Study (TIMSS), provide data to understand cross-national differences and similarities. In this study, we aimed to identify factors predicting mathematics achievement of Turkish students by comparing to Australian students. First, construct equivalence and item bias…