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The changes in attitudes of 15-year-old Australian students towards reading, mathematics and science and their impact on student performance
Australian Journal of Education ( IF 2.415 ) Pub Date : 2020-08-18 , DOI: 10.1177/0004944120947873
I Gusti Ngurah Darmawan 1
Affiliation  

This paper investigates changes in 15-year-old Australian students’ attitudes towards reading mathematics, and science, as well as their relationships with students’ performance in these respective domains over the period of 2000–2018. multigroup confirmatory factor analysis was used to examine the measurement invariance of the construct of attitudes over the cycles of the Programme for International Student Achievement. In addition, structural equation modelling was used to explore mediating effects of attitudes on performance in the three domains. The results indicated that there were significant declines in student performance for all three domains. The levels of enjoyment of the subject domains were relatively low for reading and mathematics but relatively high for science. There were upward trends in the levels of enjoyment of mathematics and science over time, while levels of enjoyment of reading did not change significantly. Levels of instrumental motivation were relatively high and had slight upward trends for both mathematics and science. There were positive and significant relationships between attitudes and student performances.

中文翻译:

15岁澳大利亚学生对阅读、数学和科学态度的变化及其对学生成绩的影响

本文调查了 2000 年至 2018 年期间 15 岁澳大利亚学生对阅读数学和科学的态度的变化,以及这些变化与学生在这些领域的表现的关系。多组验证性因素分析用于检查国际学生成就计划周期内态度结构的测量不变性。此外,结构方程模型用于探索态度对三个领域绩效的中介作用。结果表明,学生在所有三个领域的表现都显着下降。阅读和数学学科领域的享受水平相对较低,但科学领域的享受水平相对较高。随着时间的推移,数学和科学的享受水平呈上升趋势,而阅读的享受水平没有显着变化。工具性动机的水平相对较高,并且在数学和科学方面都有轻微的上升趋势。态度与学生表现之间存在积极且显着的关系。
更新日期:2020-08-18
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