Self Confidence And Ses As Predictors

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Self Confidence And Ses As Predictors

  1. 1. SELF-CONFIDENCE AND SES AS PREDICTORS<br />A Statistical Analysis<br />Michael O’Neal<br />Kelly Grillo<br />Ya-Chi Chien<br />Dennis Robinson <br />and <br />Angel Lopez<br />University of Central Florida <br />
  2. 2. Can Self-Confidence and Socioeconomic Status Predict Science Achievement?<br />The purpose of this study was to use data from the Trends in International Mathematics and Science Study (TIMSS) 2007 to examine a sample of American eighth-grade students to predict science achievement (Item Response Theory scale score) in the Cognitive Domain of Science Reasoning (CDSR).<br />
  3. 3. Research Questions<br />What is the predicted CDSR score for students when controlling for their level of self-confidence and school population socioeconomic status (percentage of students classified as economically disadvantaged)<br />Is there a significant difference in CDSR score based on level of self-confidence and school population socioeconomic status<br />Is there an interaction between level of self-confidence and school population socioeconomic status?<br />
  4. 4. Operational Definitions<br />Trends in International Mathematics and Science Study 2007 <br /> (TIMSS)<br />Item Response Theory Scale Score <br /> (IRT)<br /> Index of Students’ Self-Confidence in Learning Science <br /> (SCS)<br />Cognitive Domain Science Reasoning <br /> (CDSR)<br /> Percentage Socioeconomic disadvantage<br /> (PSED)<br />
  5. 5. Literature Review<br />The Nation’s Report Card: Science 2005 reports only 29% of eighth grade students performed at the proficient level.<br />Grigg, Lauko, & Brockway (2006) <br />Self-confidence is significant predictor of students’ academic performance Tavani and Losh (2003)<br />Meta-analysis of 74 studies published between 1990 and 2000, found a medium to strong relationship between socioeconomic status (SES) and academic achievementSirin(2005) <br />Teachers who integrate higher order thinking strategies into their instruction develop critical thinking strategies in their students, boosting self-confidence. Miri (2007) <br />
  6. 6. Method<br />Subjects: A stratified random sample of 400 American, Grade Eight, Students who participated in TIMSS 2007<br />Measurement: TIMSS 2007 Questionnaires<br />To ensure both validity and reliability TIMSS has multiple means for ensuring quality: field testing, test-retest, pilot testing…. <br />
  7. 7. Indentifying the Variables:<br />IV:<br />Student self-confidence<br />PSED<br />DV:<br />Computed mean of 5 Plausible Values <br />Cognitive Domain Science Reasoning<br />CDSR<br />
  8. 8. Statistical Procedures <br />Two-Way ANOVA<br /> Difference<br />Dependent Variable<br /> Interval/ratio level<br />2 or more independent variables<br /> 1. Student self-confidence<br /> 2. PSED<br />Multiple Regression<br /> Relationship<br />2 or More Variables<br /> 1. SCS<br /> 2. PSED<br />
  9. 9. Results<br />CDSR’ = 645.21 – 23.26(PSED) – 29.12(SCS)<br />Interpretation of…<br />Effect Size:<br />PSED .15<br />SCS .11<br />
  10. 10. Conclusion<br />Implications:<br />Self-confidence in learning science matters<br />Higher SCS = Higher CDSR <br />Future Research:<br />Experimental Design<br />Esteem Boosting Interventions<br />

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