Download TIMSS 2019 Context Questionnaire Framework (pdf)
Student Attitudes Toward Learning
Improving students’ attitudes toward learning is a major curricular goal for many countries (Mullis, Martin, Goh, & Cotter, 2016), and an abundance of research has documented the relationship between student achievement and student attitudes. IEA has collected extensive information about student attitudes toward mathematics and science since its initial studies in these curriculum areas.
Student Attitudes Toward Mathematics and Science
As described by Mullis, Martin, and Hooper (2017), TIMSS has been measuring student attitudes toward mathematics and science achievement since 1995. TIMSS 2019 will continue measuring students’ attitudes through a number of scales, including Students Like Learning Mathematics, Students Value Mathematics, and Students Confident in Mathematics, with equivalent scales in science measuring similar constructs.
The Students Like Learning Mathematics and Students Like Learning Science scales measure a student’s intrinsic motivation to learn the subjects. Intrinsic motivation is the “energizer of behavior” (Deci & Ryan, 1985, p. 32). Students who are intrinsically motivated to learn mathematics or science find the subject to be interesting and enjoyable. TIMSS data have shown a strong relationship between these scales and student achievement.
TIMSS measures extrinsic motivation through the eighth grade Students Value Mathematics and Students Value Science scales. Extrinsic motivation refers to the drive that comes from external rewards like praise, career success, money, and other incentives. Research has consistently shown that intrinsic motivation is more closely related to achievement than extrinsic motivation (Becker, McElvany, & Kortenbruck, 2010; Vansteenkiste, Timmermans, Lens, Soenens, & Van den Broeck, 2008). Nevertheless, TIMSS results have consistently shown a strong relationship between students valuing the subject and their achievement.
TIMSS also measures subject-specific self-concept through the Students Confident in Mathematics scales and Students Confident in Science scales, and the results from six previous TIMSS cycles have shown a strong relationship between students’ academic self-concepts and their achievement. Students tend to have distinct views of their ability in different subjects, and their self-appraisal is often based on their past experiences and how they see themselves compared with their peers (Marsh & Craven, 2006).
Student Confidence Using Technology
One of the biggest changes in education since the inception of TIMSS has been schools’ increasing reliance on technology. As reported in the TIMSS 2015 Encyclopedia, most TIMSS countries are working toward integrating technology into instruction across the curriculum to help make teaching and learning more engaging and efficient. Consistent with increased attention across the TIMSS 2019 questionnaires on the areas of technology availability and use, TIMSS 2019 will assess students’ degree of confidence in using digital devices. The students participating in eTIMSS 2019 will be asked additional questions specific to the eTIMSS experience.