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Contextualized Mathematics Self-Efficacy and Mathematics Self-Concept: A Multilevel Structural Equation Modeling Moderated Mediation Analysis
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|Title:||Contextualized Mathematics Self-Efficacy and Mathematics Self-Concept: A Multilevel Structural Equation Modeling Moderated Mediation Analysis|
|Issue Date:||May 2015|
|Publisher:||[Honolulu] : [University of Hawaii at Manoa], [May 2015]|
|Abstract:||Contextualized relationships between mathematics self-efficacy and mathematics self-concept is investigated in their effects on mathematics achievement. Drawing data from Trends in International Mathematics and Science Study 2011 (TIMSS) administered to eighth graders in the United-States, multilevel structural equation modeling (MSEM) moderated mediations are implemented; indirect and contextual effects are evaluated, as well as their effect size. School level moderation qualifies the mediations, thanks to a school-SES composite. In order to do so, several reliability indices (α, ω, H) are compared and adjusted to the clustered nature of the data while non-linear principal component analysis (NLPCA) is conducted to obtain predictors’ factor scores. The Johnson-Neyman technique allows for insightful visualizations of the proposed moderation. Main results put forward an original perspective on the big-fish-little-pond effect where it is shown that a larger pond might not be so bad after all.|
|Description:||M.Ed. University of Hawaii at Manoa 2015.|
Includes bibliographical references.
|Appears in Collections:||M.Ed. - Educational Psychology|
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