Non-cognitive factors have gained prominence in the world of educational research because they have high potential for improving students' academic performance and success. The aim of the current study is to examine the relationship between non-cognitive factors such as students’ opinions of school atmosphere, perceptions of teaching quality, and self-confidence in science and science achievement. The sample comprised 9060 Australian Year 8 students who participated in TIMSS 2019. Multiple regression analysis revealed that students’ self-confidence and opinions of school atmosphere were significant predictors of science achievement. In contrast, results showed that students’ perception of science teaching quality was not a significant predictor of science achievement. Overall, the findings revealed that these student-level variables accounted for 17% of the total variance in science achievement. The implications of these findings for theory, research, and practice are discussed.
| Date of Thesis submission | 2022 |
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| Original language | English |
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| Awarding Institution | - Western Sydney University
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| Supervisor | Kathryn Holmes (Supervisor) & Nathan Berger (Supervisor) |
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The effect of non-cognitive variables on the science achievement of Year 8 Australian students: a multiple regression analysis of TIMSS 2019
Vellookkattil John, S. (Author). 2022
Western Sydney University thesis: Master's thesis