فراتحلیل متغیرهای مرتبط با موفقیت دانش آموزان ایرانی در مطالعات بین المللی آزمون تیمز

Abu-Hilal, M. M., Abdelfattah, F., Abduljabbar, A., & Marsh, H. W. (2013). Attitudes toward school, homework, subject matter value, self-concept and positive affect: A structural equation model. In Paper accepted at the 1st IEA International Research Conference, June (pp. 26-28).

Afana, Y., &Lietz, P. (2010). The Relationship between school resources and mathematics achievement at grade 8: A comparison of Israeli and Palestinian schools in TIMSS 2007. Paper presented at the 4rd IEA International Research Conference, Gothenburg, Sweden.

Ahmadi, G.A.,.& Mir Moaini, S .(2012). A comparative study on the impact of management process on third grade students success in Tims, 2007, Educational Innovations Quarterly, 11( 42), 75-103. [in Persian]

Anders, J., Has, S., Jerrim, J., Shure, N., & Zieger, L. (2021). Is Canada really an education superpower? The impact of non-participation on results from PISA 2015. Educational Assessment, Evaluation and Accountability, 33, 229-249.

Borenstein, M., & Higgins, J. P. (2013). Meta-analysis and subgroups. Prevention science, 14, 134-143.

Bornschetten, M., Hajar, L., Higgins, J., & Rothschild, H. (2009). Comprehensive meta-analysis software guide, second edition, translated by Ali Delavar and Kamran Ganji (2012), Tehran, Allameh Tabatabai University Press.

Brese, F., & Mirazchiyski, P. (2010). Measuring students’ family background in large-scale education studies. In 4th IEA International Research Conference. July (pp. 1-3).

Chandrasena, W., Craven, R. G., Tracey, D., & Dillon, A. (2014). Seeding Science Success: Psychometric Properties of Secondary Science Questionnaire on Students' Self-Concept, Motivation, and Aspirations. Australian Journal of Educational & Developmental Psychology, 14, 186-201.

Chiu, M. M., &Klassen, R. M. (2010). Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries. Learning and Instruction, 20(1), 2-17.

Cui, G., Lan, X., Zhang, X., Hu, Y., & Wang, C. (2020). The association between teacher enthusiasm and students’ class-related boredom: A multilevel study. Current Psychology, 1-9.

Glassow, L. N., Hansen, K. Y., & Gustafsson, J. E. (2023). Does socioeconomic sorting of teacher qualifications exacerbate mathematics achievement inequity? Panel data estimates from 20 years of TIMSS. Studies in Educational Evaluation, 77, 101255.

Hofstein, A., &Mamlok-Naaman, R. (2007). The laboratory in science education: the state of the art. Chemistry education research and practice,8(2), 105-107.

Homan, H. A. (2012). Statistical inference in behavioral research, Tehran, Samt Publications. [in Persian]

Jafary, M., Kiamanesh, A., & Karimi., A. A. (2016). The process of changes and the role of attitude, interest and self-concept factors in science of eighth grade students on the prediction of science performance based on Tims, Research in Educational Systems, 11(36), 89-120. [in Persian]

Jerrim, J., Sims, S., & Oliver, M. (2023). Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS. Teachers and Teaching, 29(2), 220-240.

Kabiri, M. (2022). Comparison of achievement, output to input (efficiency), and output-process ratios in some provinces based on Timss, Research Quarterly in Curriculum Planning, 2( 46), 168-180. [in Persian]

Kasiani, N, & Haider, A. Z. (2018). relationship between reading literacy with mathematical and science performance of female students in the Timss test, Journal of Psychological Sciences, 18(74), 257-264. [in Persian]

Khalaila, R. (2015). The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects. Nurse Education Today, 35(3), 432-438.

Kiamanesh, A. (2012). trends in students' Science achievement acrooss Timss Studies with emphasis on gender differences in 18 countries, Journal of Curriculum Studies, 7(28), 116-93. [in Persian]

Leckie، G.، & Goldstein، H. (2019). The importance of adjusting for pupil background in school value‐added models: A study of Progress 8 and school accountability in England. British Educational Research Journal، 45(3)، 518-537.

Lent, R. W., Taveira, M. D. C. & Lobo, C. (2012). Two tests of the social cognitive model of well-being in Portuguese college students. Journal of Vocational Behavior, 80, 362– 371.

Luo, W., Ng, P. T., Lee, K., & Aye, K. M. (2016). Self-efficacy, value, and achievement emotions as mediators between parenting practice and homework behavior: A control-value theory perspective. Learning and Individual Differences, 50, 275-282.

Marsh, H. W., Abduljabbar, A. S., Parker, P. D., Morin, A. J., Abdelfattah, F., Nagengast, B., & Abu-Hilal, M. M. (2015). The internal/external frame of reference model of self-concept and achievement relations: Age-cohort and cross-cultural differences. American Educational Research Journal, 52(1), 168-202.

Martin, M. O., von Davier, M., & Mullis, I. V. (2020). Methods and Procedures: TIMSS 2019 Technical Report. International Association for the Evaluation of Educational Achievement.

Meristo, M., &Eisenschmidt, E. (2014). Novice teachers’ perceptions of school climate and self-efficacy. International Journal of Educational Research, 67, 1-10.

Minaei, A. &  Ghaffari, Z. (2014). Differential Itemes function of Mathematics Test of Timss 2011in grade 8 between girls and boys using Item-Response theory approach, Journal of Educational Measurement, 65( 21), 21-40. [in Persian]

Minaei, A. (2012). Assessment of structure comparability and analysis of differential Item functioning (DIF) and differential Test Function (DTF) of Timss 2007 8th grade science test among Iranian and American students, Journal of Educational Measurement, 4(11), 109-146. [in Persian]

Naqsh, Z & Moghadam, A. (2011). A Comparision of multi-level modeling and single- Level analysis Techniques and their Application to Timss 2007 data analysis, Journal of  Educational Measurement, 3(8), 133-154. [in Persian]

Negahban, M. Ahmadi, Gh. A. & Kabiri, M. (2019). Identifying some of the science misconceptions in fourth grade, based on Timss 2015, Journal of research in educational systems, 14(48), 127-143. [in Persian]

Nokali, N. E., Bachman, H. J., & Votruba‐Drzal, E. (2010). Parent involvement and children’s academic and social development in elementary school. Child development, 81(3), 988-1005.

Pahlevan sadiq, A.& Kajbaf, M. B. (2013). mediating role of classroom process and school culture on the relationship between socioeconomic status, and value and beliefs ​​about math learning with math attitude, Journal of Educational Innovations, 10( 40), 149-168. [in Persian]

Papanastasiou, C., & Papanastasiou, E. C. (2004). Major influences on attitudes toward science. Educational research and Evaluation, 10(3), 239-257.

Rezasoltani, P.,  Khodayi, I., Yonsi, J., & Moghadamzadeh, A. (2019). person fit Assessment in the 8th grade math test for Timss study 2015, Educational Measurement Quarterly, 9( 35), 75-106. [in Persian]

Sarmadi, M. R, Saif, M. H, Talebi, S, & Abedi, S. (2009). Investigating the factors related to the academic progress of third middle school students based on the results of timss and providing a path analysis model to investigate the impact of each factor on academic progress, New Educational Approaches Quarterly, Volume 5, Number 1, 1-30. [in Persian]

Seif, A. (2010). Education measurement, Assessment and evaluation. Tehran: Doran. [in Persian]

Singley, D., Lent, R. W. & Sheu, H. (2010). Longitudinal test of a social cognitive model of academic and life satisfaction. Journal of Career Assessment, 18, 133–146.

Taghbian, H., & Moghadamzadeh, A. (2014). The study of the measurement and structural invariance of the and relationship among some of constructions of timms international study (2011) based on the students gender, Measurement and Evaluation Studies, 5 (9), 35-58. [in Persian]