DOI
https://doi.org/10.25772/PYX6-6775
Author ORCID Identifier
https://orcid.org/0000-0003-2839-6820
Defense Date
2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Christine L. Bae
Second Advisor
Michael Broda
Third Advisor
Alison Koenka
Fourth Advisor
Amy Hutton
Abstract
Drawing from the opportunity-propensity (O-P) framework of student achievement by using the Trends in International Mathematics and Science Study 2015 dataset, this study examined the relationships among 1) opportunity-to-learn (OTL) factors using proximal indicators that represent a comprehensive set of science-specific learning opportunities, 2) student motivation (propensity factor) that is theoretically aligned to key constructs in motivation theories (Expectancy-value Theory and Self-determination Theory), and 3) key student (gender, socioeconomic status, and home language) and teacher (# years teaching, education level) antecedent factors using structural equation modeling to understand person and context-factors that predict students’ science achievement. Results showed that student propensity factors, especially self-concept in science, and family socioeconomic status were the two strongest and positive predictors of student science achievement. However, the link between OTL and science achievement was mixed. Additionally, OTL had less predictive power than propensities on science achievement, but the relationship between OTL and propensities were strong. Implications for the examination on the O-P model and science teaching practices were discussed.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
11-24-2020