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dc.contributor.authorAkben Selçuk, Elif
dc.date.accessioned2019-06-27T08:01:22Z
dc.date.available2019-06-27T08:01:22Z
dc.date.issued2017
dc.identifier.issn0031-5125
dc.identifier.issn1558-688X
dc.identifier.urihttps://hdl.handle.net/20.500.12469/357
dc.identifier.urihttps://doi.org/10.1177/0031512516686505
dc.description.abstractUsing the Turkish portion of the Programme for International Student Assessment dataset (N=4848
dc.description.abstract51% boys 49% girls
dc.description.abstractage M=15.81 years SD=0.28) this study investigated factors associated with mathematics achievement among Turkish students. Three different models were estimated using the method of balanced repeated replication with Fay's method and taking into account the presence of five plausible values of the dependent variable. Results showed that male students and older students had better mathematics proficiency. Socio-economic status and school resources also played a significant role in explaining student achievement in mathematics. Finally students who were more open to problem solving who attributed their failure to external factors and who were intrinsically motivated to learn mathematics achieved higher scores. Policy implications are provided.
dc.language.isoEnglish
dc.publisherSage Publications Inc
dc.subjectStudent achievement
dc.subjectPersonality
dc.subjectMotivation
dc.subjectPISA
dc.subjectTurkey
dc.titlePersonality Motivation and Math Achievement Among Turkish Students: Evidence from PISA Data
dc.typeArticle
dc.identifier.startpage514
dc.identifier.endpage530
dc.relation.journalPerceptual and Motor Skills
dc.identifier.issue2
dc.identifier.volume124
dc.identifier.wosWOS:000398384800015
dc.identifier.doi10.1177/0031512516686505
dc.contributor.khasauthorAkben Selçuk, Elif


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