A Comparative Analysis of the Effect of Students' Affective Characteristics on Their Science Performance between Countries Based on PISA 2015 Data

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BATI K., Yetisir M. I., Gunes G.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, cilt.34, sa.4, ss.999-1014, 2019 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 34 Sayı: 4
  • Basım Tarihi: 2019
  • Doi Numarası: 10.16986/huje.2019050025
  • Dergi Adı: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.999-1014
  • Anahtar Kelimeler: PISA, science performance, affective characteristics, SELF-EFFICACY BELIEFS, EPISTEMOLOGICAL BELIEFS, SCIENTIFIC LITERACY, SECONDARY-SCHOOL, ACHIEVEMENT, MOTIVATION, KNOWLEDGE, ATTITUDES, GOALS
  • Hacettepe Üniversitesi Adresli: Evet

Özet

Based on the results of the Programme for International Student Assessment (PISA) 2015, this study aimed to determine the extent to which affective characteristics such as epistemic beliefs, motivation and self-efficacy predicted students' performance in science and whether this differed between countries that exhibited different levels of achievement. In accordance with the purpose of the study, two countries were randomly selected from each of the three achievement levels defined by PISA (above average, average, and below average) and all the students that took the test from the selected countries were included in the analysis. A simple linear regression analysis was performed using the IDB Analyzer program, which facilitated the analysis of the layered data collected in this study. According to the results, it was determined that the students' affective characteristics predicted their science performance by 30% regardless of the achievement level.