Student Motivation and Parental Attitude as Mediators for SES Effects on Mathematics Achievement: Evidence from Norway in TIMSS 2015

Figures & data

Figure 1. Model of the hypothesized relationship tested in the first research question.

Figure 2. Model of the hypothesized relationship tested in the second research question.

Table 1. Student reported number of books in the home.

Variable properties
Responses	Missing	Mean	SD	Median	Min	Max
4230	99	3.07	1.09	3	1	5
Variable distribution
Value	1	2	3	4	5
Label	0-10 books	11-25 books	26-100 books	101-200 books	> 200 books
Frequency	310	925	1626	827	515
Proportion	7.3%	22.5%	38.4%	19.6%	12.2%

Table 2. Parent reported number of books in the home.

Variable properties
Responses	Missing	Mean	SD	Median	Min	Max
1819	2510	3.87	1.15	4	1	5
Variable distribution
Value	1	2	3	4	5
Label	0-10 books	11-25 books	26-100 books	101-200 books	> 200 books
Frequency	76	154	456	426	707
Proportion	4.2%	8.5%	25.1%	23.4%	38.9%

Figure 3. Path Analysis Structural Equation Model with Two Motivation Constructs Using Student Data. Note: Total effect of SES on results including all mediating paths: .33*** (.02). Residual correlation between self-concept and intrinsic motivation was .68*** (.02). Standard errors are estimated with 1000 bootstrap iterations. Controlled for age and gender. *p < .05 **p < .01 ***p < .001.

Figure 4. Path Analysis of Student Data with an Self-Concept Motivation Factor. Note: Total association between SES and results, all direct and indirect paths 4: .32*** (.02). Controlled for age and gender. * p < .05 ** p < .01 ***p < .001.

Figure 5. Path Analysis of Student Data with an Intrinsics Motivation Factor. Note: Total association between SES and results, all direct and indirect paths 5: .33*** (.02). Controlled for age and gender. * p < .05 ** p < .01 ***p < .001.

Figure 6. Path Analysis of Structural Equation Model with Parent- and Student Data, Including One Motivation Factor (Self-Concept) and Parental Attitudes. Note: Total effect of SES on results including all mediating paths: .36 *** (.02). Effect through attitude-motivation path: .005* (.002). Effect through only motivation: .06*** (.01). Controlled for age and gender. *p < .05 **p < .01 ***p < .001.