ABSTRACT

Using data collected from 4329 students in the 2015 iteration of the Trends in Mathematics and Science Study (TIMSS), we explore two mediators for the relationship between socioeconomic status (SES) and TIMSS-results in mathematics among Norwegian fifth graders. First, we explore how the students’ motivation and self-concept mediate the relationship between SES and test results. Second, by using parent reported SES resources and the parents’ attitudes to school and the tested subjects, we examine how these may constitute a path through which their children’s motivation and family SES are related to mathematics achievement. We found that students’ self-concept accounted for a small but statistically significant portion of SES effects on achievement. Intrinsic motivation did not mediate any of the SES effects on achievement, nor did parental attitudes account for any of the association between SES and motivation or achievement.

摘要

我们使用从 2015 年数学与科学趋势研究 (TIMSS) 迭代中收集的 4329 名学生的数据，探讨了挪威五年级学生的社会经济地位 (SES) 和 TIMSS 数学结果之间关系的两个中介因素。首先，我们探讨了学生的动机和自我概念如何在 SES 和测试结果之间发挥中介作用。其次，通过使用家长报告的 SES 资源和家长对学校和被试科目的态度，我们研究了这些资源如何构成他们孩子的动机和家庭 SES 与数学成绩相关的路径。我们发现，学生的自我概念在 SES 对成就的影响中占很小但具有统计学意义的部分。内在动机并没有调节任何 SES 对成就的影响，