Engagement and Big-Fish-Little-Pond Effect on Self-Concept in Science: Findings from TIMSS 2011.
Yazarlar (3)
Doç. Dr. Nurcan Kahraman Bursa Uludağ Üniversitesi, Türkiye
Prof. Dr. Yasemin Taş Atatürk Üniversitesi, Türkiye
Prof. Dr. Sündüs YERDELEN Kafkas Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
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| Dergi Adı | Excellence in Education Journal | ||
| Dergi ISSN | 2474-4166 | ||
| Dergi Tarandığı Indeksler | Journals Indexed in Eric | ||
| Makale Dili | İngilizce | Basım Tarihi | 08-2022 |
| Cilt / Sayı / Sayfa | 11 / 1 / 88–119 | DOI | – |
| Makale Linki | https://www.excellenceineducationjournal.org/wp-content/uploads/2022/06/EEJ-Volume-11-Issue-1-Spring-2022.pdf#page=93 | ||
| UAK Araştırma Alanları |
Fen Bilgisi Eğitimi
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| Özet |
| Big-Fish-Little-Pond-Effect (BFLPE) suggests that students form their own self-concept by comparing their abilities to those of their peers. This study aims to examine how students' gender, socioeconomic status, science achievement, and engagement dimensions (motivational and behavioral engagement) predict students' self-concept in science by considering BFLPE. This study used TIMSS 2011 data set including 6928 eighth grade Turkish students from 239 schools. Since the data were in a nested structure (students nested in classrooms) HLM analysis was preferred to minimize the dependences of the data. HLM analyses showed that about 10% of the variance in students' self-concept in science learning was between classes while the rest of the variance was within classes. Findings suggest that students' motivational and behavioral engagements are important indicators of students' self-concept as well as science achievement. Additionally, at the class level, aggregated science achievement was |
| Anahtar Kelimeler |
