Analysis and Contextualization of Large-Scale International Structure Assessment Tests in Germany and Taiwan

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dc.contributor.advisor Amos, Karin S. (Prof. Dr.)
dc.contributor.author Wu-Neuer, Szu-Yin
dc.date.accessioned 2023-02-20T13:47:19Z
dc.date.available 2023-02-20T13:47:19Z
dc.date.issued 2023-02-20
dc.identifier.uri http://hdl.handle.net/10900/136686
dc.identifier.uri http://nbn-resolving.de/urn:nbn:de:bsz:21-dspace-1366869 de_DE
dc.identifier.uri http://dx.doi.org/10.15496/publikation-78037
dc.description.abstract Guided by an ecological model and expectancy-value theory, this cross-national comparative study aims to gain a clearer understanding of how psychological and contextual factors benefit or hinder children’s science outcomes by comparing the phenomena in two contrasting country contexts. Particular attention is given to teachers’ and parents’ expectations, children’s motivational beliefs about learning science, student gender and family circumstances that might magnify or reduce the gap in science achievement between Germany and Taiwan, specifically. Using TIMSS 2019 data and applying several HLM analyses, this quantitative study empirically and comparatively examines the ways in which both student and school attributes are related to science achievement. Results indicate that several affective and contextual characteristics, including students’ attitudes toward science, family socio-economic status and parents’ expectations, are related positively to student science achievement, both in Germany and Taiwan. No relationship, however, is found between teacher quality and science outcomes within each selected nation. Teachers’ expectations and student gender are key predictors of science achievement only in Germany, and not in Taiwan. Further, teachers’ and parents’ expectations, respectively, impact the relationship between students’ attitudes toward science and science achievement in Taiwan. Distinct social and cultural backgrounds across countries result in the differences observed in the ways that children are expected to be, and are, motivated between Germany and Taiwan, which may explain the gap in science outcomes between nations. Findings suggest that strengthening the connections among children, parents and teachers would help build a trusty, respectful and encouraging learning climate and environment benefiting the quality of science education and improve science achievement for each child regardless of their social origins and cultural background. en
dc.language.iso en de_DE
dc.publisher Universität Tübingen de_DE
dc.rights ubt-podok de_DE
dc.rights.uri http://tobias-lib.uni-tuebingen.de/doku/lic_mit_pod.php?la=de de_DE
dc.rights.uri http://tobias-lib.uni-tuebingen.de/doku/lic_mit_pod.php?la=en en
dc.subject.classification Internationaler Vergleich , Geschlecht , Wissenschaft , Deutschland , Taiwan de_DE
dc.subject.ddc 300 de_DE
dc.subject.ddc 370 de_DE
dc.subject.other TIMSS 2019 en
dc.subject.other International Comparative Study en
dc.subject.other Elementary Science Education en
dc.subject.other Secondary Data Research en
dc.subject.other Psycological Characteristics en
dc.subject.other Contextual Factors en
dc.subject.other Gender Issues en
dc.subject.other Hierarchical Linear Modelling en
dc.title Analysis and Contextualization of Large-Scale International Structure Assessment Tests in Germany and Taiwan en
dc.type PhDThesis de_DE
dcterms.dateAccepted 2023-01-11
utue.publikation.fachbereich Erziehungswissenschaft de_DE
utue.publikation.fakultaet 6 Wirtschafts- und Sozialwissenschaftliche Fakultät de_DE
utue.publikation.noppn yes de_DE

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