Negative School Factors and Their Influence on Math and Science Achievement in TIMSS 2003
نویسنده
چکیده
The aim of the presented study was to conduct an analysis of TIMSS 2003 database and to determine how negative school factors, such as aggression, are associated to the mathematical and science achievement of students. The analyses were conducted separately for national and international data. National analyses for Slovenia show significant associations between math and science achievement and the experience of aggressive behavior. Students who experienced aggressive behavior scored lower in math and science, both in the 4 and 8 grade. The results of the regression analysis show that negative factors, such as aggressive behavior, are good predictors of educational achievement in Slovenia. International analyses for the selected countries (high and low achieving countries from the whole TIMSS population) confirm that this type of finding is culturally impartial as well as valid for the level of achievement both in math and science.
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