Influences of mathematical and psychological constructs on mathematics achievement among 8th grade Iranian students

The current study explored the critical connections between students’ mathematical problem solving skills, mathematics beliefs, prior mathematics achievements, mathematics self-efficacy and mathematics achievement among 400 middle school students across Iran who were in grade eight. Ten structural...

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Main Author:	Kamalimoghaddam, Hajar
Format:	Thesis
Language:	English
Published:	2016
Subjects:	Mathematics - Psychological aspects - Iran
Online Access:	http://psasir.upm.edu.my/id/eprint/69763/1/IPM%202016%206%20-%20IR.pdf
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id	my-upm-ir.69763
record_format	uketd_dc
spelling	my-upm-ir.697632019-10-29T06:55:59Z Influences of mathematical and psychological constructs on mathematics achievement among 8th grade Iranian students 2016-01 Kamalimoghaddam, Hajar The current study explored the critical connections between students’ mathematical problem solving skills, mathematics beliefs, prior mathematics achievements, mathematics self-efficacy and mathematics achievement among 400 middle school students across Iran who were in grade eight. Ten structural equation models, one measurement model and twelve individual models were tested to understand (1) direct and indirect relationships between students’ mathematical problem solving skills, students’ mathematics beliefs, students’ prior mathematics achievement, and students’ mathematics achievements; (2) direct influences of students’ mathematical problem solving skills, students’ mathematics beliefs, students’ prior mathematics achievement on students’ mathematics self-efficacy; and (3) direct relationship between student’s mathematics self-efficacy and students’ mathematics achievements. The structural equation models tested in this study suggested that students’ mathematical problem solving skills, students’ mathematics beliefs, and students’ prior mathematics achievement directly influence students’ mathematics achievements (Chi-sq=2.80, GFI=.94, CFI=.97, AGFI=.91, IFI=.97, NFI=.95, TLI=.96, RMSEA=.06). Also, direct model indicated correlation coefficient from low to high (.11 to .79), factor loading (.56 to .93) and critical ratio more than 1.96 for all of paths. Moreover, students’ mathematical problem solving skills, students’ mathematics beliefs, and students’ prior mathematics achievements indirectly influence students’ mathematics achievement through students’ mathematics self-efficacy (Full Structural Model, Chi-sq=2.49, GFI=.94, CFI=.98, AGFI=.91, IFI=.98, NFI=.96, TLI=.97, RMSEA=.06). Also, mediation model indicated correlation coefficient from low to high (-.08 to .58), factor loading (.57 to .95) and critical ratio more than 1.96 for all of paths). The implications for future research along with the limitations are discussed. Mathematics - Psychological aspects - Iran 2016-01 Thesis http://psasir.upm.edu.my/id/eprint/69763/ http://psasir.upm.edu.my/id/eprint/69763/1/IPM%202016%206%20-%20IR.pdf text en public doctoral Universiti Putra Malaysia Mathematics - Psychological aspects - Iran
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English
topic	Mathematics - Psychological aspects - Iran
spellingShingle	Mathematics - Psychological aspects - Iran Kamalimoghaddam, Hajar Influences of mathematical and psychological constructs on mathematics achievement among 8th grade Iranian students
description	The current study explored the critical connections between students’ mathematical problem solving skills, mathematics beliefs, prior mathematics achievements, mathematics self-efficacy and mathematics achievement among 400 middle school students across Iran who were in grade eight. Ten structural equation models, one measurement model and twelve individual models were tested to understand (1) direct and indirect relationships between students’ mathematical problem solving skills, students’ mathematics beliefs, students’ prior mathematics achievement, and students’ mathematics achievements; (2) direct influences of students’ mathematical problem solving skills, students’ mathematics beliefs, students’ prior mathematics achievement on students’ mathematics self-efficacy; and (3) direct relationship between student’s mathematics self-efficacy and students’ mathematics achievements. The structural equation models tested in this study suggested that students’ mathematical problem solving skills, students’ mathematics beliefs, and students’ prior mathematics achievement directly influence students’ mathematics achievements (Chi-sq=2.80, GFI=.94, CFI=.97, AGFI=.91, IFI=.97, NFI=.95, TLI=.96, RMSEA=.06). Also, direct model indicated correlation coefficient from low to high (.11 to .79), factor loading (.56 to .93) and critical ratio more than 1.96 for all of paths. Moreover, students’ mathematical problem solving skills, students’ mathematics beliefs, and students’ prior mathematics achievements indirectly influence students’ mathematics achievement through students’ mathematics self-efficacy (Full Structural Model, Chi-sq=2.49, GFI=.94, CFI=.98, AGFI=.91, IFI=.98, NFI=.96, TLI=.97, RMSEA=.06). Also, mediation model indicated correlation coefficient from low to high (-.08 to .58), factor loading (.57 to .95) and critical ratio more than 1.96 for all of paths). The implications for future research along with the limitations are discussed.
format	Thesis
qualification_level	Doctorate
author	Kamalimoghaddam, Hajar
author_facet	Kamalimoghaddam, Hajar
author_sort	Kamalimoghaddam, Hajar
title	Influences of mathematical and psychological constructs on mathematics achievement among 8th grade Iranian students
title_short	Influences of mathematical and psychological constructs on mathematics achievement among 8th grade Iranian students
title_full	Influences of mathematical and psychological constructs on mathematics achievement among 8th grade Iranian students
title_fullStr	Influences of mathematical and psychological constructs on mathematics achievement among 8th grade Iranian students
title_full_unstemmed	Influences of mathematical and psychological constructs on mathematics achievement among 8th grade Iranian students
title_sort	influences of mathematical and psychological constructs on mathematics achievement among 8th grade iranian students
granting_institution	Universiti Putra Malaysia
publishDate	2016
url	http://psasir.upm.edu.my/id/eprint/69763/1/IPM%202016%206%20-%20IR.pdf
_version_	1747812724830633984

Influences of mathematical and psychological constructs on mathematics achievement among 8th grade Iranian students

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