Are affective factors a good predictor of science achievement? Examining the role of affective factors based on PISA 2006

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dc.authorid0000-0002-4687-557X
dc.contributor.authorOzel, Murat
dc.contributor.authorCaglak, Serdar
dc.contributor.authorErdogan, Mehmet
dc.date.accessioned2019-08-01T13:38:39Z
dc.date.available2019-08-01T13:38:39Z
dc.date.issued2013
dc.departmentNiğde ÖHÜ
dc.description.abstractThis study investigated how affective factors like attitude and motivation contribute to science achievement in PISA 2006 using linear structural modeling. The data set of PISA 2006 collected from 4942 fifteen-year-old Turkish students (2290 females, 2652 males) was used for the statistical analyses. A total of 42 selected items on a four point Likert-type scale were initially subjected to Exploratory Factor Analysis (EFA) resulting in seven factors with total variance of 64.82%. Confirmatory Factor Analysis (CFA) was later performed for cross-validation of factor structures of PISA 2006 data. Furthermore, Structural Equation Modeling (SEM) was also utilized to test the proposed model representing the relationship among affective factors and Turkish students' science achievement scores in PISA 2006. The results indicated that the hypothesized model fits data well. The results also revealed that, in general, affective factors contributed significantly either positively or negatively to 15 year-old students' science achievement. In addition, affective factors were observed to be predictors of the science achievement based on PISA 2006 Turkish data set, but they are not good predictors due to their low magnitude. In light of the findings, implications are presented for further studies. Crown Copyright (C) 2012 Published by Elsevier Inc. All rights reserved.
dc.identifier.doi10.1016/j.lindif.2012.09.006
dc.identifier.endpage82
dc.identifier.issn1041-6080
dc.identifier.scopus2-s2.0-84875256784
dc.identifier.scopusqualityQ1
dc.identifier.startpage73
dc.identifier.urihttps://dx.doi.org/10.1016/j.lindif.2012.09.006
dc.identifier.urihttps://hdl.handle.net/11480/4417
dc.identifier.volume24
dc.identifier.wosWOS:000317542700008
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthor[0-Belirlenecek]
dc.language.isoen
dc.publisherELSEVIER SCIENCE BV
dc.relation.ispartofLEARNING AND INDIVIDUAL DIFFERENCES
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectAffective factors
dc.subjectPISA 2006
dc.subjectScience achievement
dc.subjectStructural equation modeling
dc.titleAre affective factors a good predictor of science achievement? Examining the role of affective factors based on PISA 2006
dc.typeArticle

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