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Contextualized Mathematics Self-Efficacy and Mathematics Self-Concept: A Multilevel Structural Equation Modeling Moderated Mediation Analysis

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Item Summary

Title: Contextualized Mathematics Self-Efficacy and Mathematics Self-Concept: A Multilevel Structural Equation Modeling Moderated Mediation Analysis
Authors: Pages, Remy
Keywords: Educational Psychology
equation modeling
mathematics
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.
URI/DOI: http://hdl.handle.net/10125/50916
Appears in Collections:M.Ed. - Educational Psychology


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