美国8年级学生的背景特征、影响和数学成就之间的关系： TIMSS 2023分析
Relationships between 8 th -grade students’ background characteristics, affect, and achievement in mathematics in the U.S.: A TIMSS 2023 analysis
Tye G. Campbell、Sehrish Jabeen、Melissa Barker · Investigations in Mathematics Learning · 2026-11-02
研究信息
- 期刊 / 来源
- Investigations in Mathematics Learning
- 发表日期
- 2026-11-02
- 文献库
- OpenAlex
- 作者
- Tye G. Campbell, Sehrish Jabeen, Melissa Barker
- DOI
- 10.1080/19477503.2026.2751333
英文原文摘要全文
Although there is substantial research on students’ affective experiences in mathematics, there remains a need for analyses that leverage new, large-scale datasets to explore relationships among key affective, achievement, and background variables, particularly modeling affective variables as outcomes. This study leveraged the Trends in International Mathematics and Science Study (TIMSS) 2023 8th-grade database (n = 8,074) to explore relationships among background characteristics, mathematics-related affect variables, and student achievement within the United States. Hierarchical linear modeli
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