Self-regulation profiles across various levels of science performance in TIMSS
Keywords:
assessment, science learning, self-regulation, TIMSSAbstract
The research findings suggest that the academic achievements and learning processes of students are significantly influenced by their self-regulation and motivational factors. This study aimed to investigate the effects of four key self-regulation components, namely goal orientation, control of learning beliefs, rehearsal, and test anxiety, on the scientific performance of 5th- and 9th-grade students participating in the Trends in International Mathematics and Science Study (TIMSS). The research sample consisted of 776 students attending public schools in Oman, with self-regulation being assessed using the Motivated Strategies for Learning Questionnaire (MSLQ). To evaluate scientific proficiency, itemsresembling those found in TIMSS were developed and administered via a mobile application. The findings revealed noteworthy distinctions between students who performed well and those who performed poorly. High-achieving students exhibited greater levels of goal orientation, more effective control of learning beliefs, and a higher tendency to engage in rehearsal activities, while test anxiety did not exhibit a significant influence. These results were subjected to thorough analysis and discussion, with the study further offering insights into the potential implications for science education and the broader field of learning.
Downloads
References
Akyol, G., Sungur, S., & Tekkaya, C. (2010). The contribution of cognitive and metacognitve strategy use to students’ science achievement, Educational Research & Evaluation, 16(1), 1-21. https://doi.org/10.1080/13803611003672348
Al-Balushi, S. M., Al-Harthy, I. S. & Almehrizi, R. S. (2022a). Attention drifting away while test‑taking: Mind‑wandering in students with low and high‑performance levels in TIMSS‑like science tests. International Journal of Science and Mathematics Education, https://doi.org/10.1007/s10763-022-10258-6.
Al-Balushi, S.M., Al-Harthy, I. S., Almehrizi, R. S., Ambusaidi, A. K., Al-Balushi, K.A., Al-Saadi, K.K., Al-Aghbari, M. & Al-Balushi, M. (2022b). Metacognitive awareness perceptions of students with high and low scores on TIMSS-Like science tests. International Journal of Cognitive Research in Science, Engineering & Education, 10(3), 73-82. https://doi.org/10.23947/2334-8496-2022-10-3-73-82
Al-Harthy, I. (2016). Contemporary motivation learning theories: a review. International Journal of Learning Management Systems, 4, 1-6. https://doi.org/10.18576/ijlms/040204.
Al-Harthy, I., & Was, C. (2013). Knowledge monitoring, goal orientations, self-efficacy, and Academic Performance: A path analysis. Journal of College Teaching & Learning, 10(4), 263-278. https://doi.org/10.19030/tlc.v10i4.8123.
Al-Harthy, I., & Was, C. (2018). Persistence of overconfidence in young children: Factors that lead to more accurate predictions of memory performance. European Journal of Developmental Psychology, 15(2). 156-171. https://doi.org/10.1080/17405629.2016.1264936
Artelt, C., Baumert, J., Julius-McElvany, N., & Peschar, J. (2003). Learners for life: Student approaches to learning – Results from PISA 2000. OECD. https://eric.ed.gov/?id=ED480899
Aurah, C., M. (2017). Investigating the relationship between science self-efficacy beliefs, gender, and academic achievement, among high school students in Kenya. Journal of Education & Practice, 8(8), 146-153. http://r-library.mmust.ac.ke/123456789/1270
Aydin, B., Memnun, D. S., Dinç, E., Arsuk, S., & Meriç, H. (2019). A study on the relationship between seventh-grade students’ self-regulation skills and their problem-solving achievements. Journal of Educational Issues, 5(1), 71–86. https://doi.org/10.5296/JEI.V5I1.14543
Balfaqeeh, A., Mansour, N., & Forawi, S. (2022). Factors influencing students’ achievements in the content and cognitive domains in TIMSS 4th grade science and mathematics in the United Arab Emirates. Education Sciences, 12(9), 618. https://doi.org/10.3390/educsci12090618
Bene, K., Lapina, A., Birida, A., Ekore, J. O., & Adan, S. (2021). A Comparative Study of Self-Regulation Levels and Academic Performance among STEM and Non-STEM University Students Using Multivariate Analysis of Variance. Journal of Turkish Science Education, 18(3), 320-337. https://doi.org/10.36681/tused.2021.76
Billore, S., Anisimova, T., & Vrontis, D. (2023). Self-regulation and goal-directed behvior: A systematic literature review, public policy recommendations, and research agenda. Journal of Busniss Research, 156. https://doi.org/10.1016/j.jbusres.2022.113435
Caponera, E., & Losito, B. (2016). Context factors and student achievement in the IEA studies: Evidence from TIMSS. Large-scale Assessments in Education, 4, 12. https://doi.org/10.1186/s40536-016-0030-6
Chohan, A. H., Awad, J., Boudiaf, B., & Ani, A.I.C. (2024). Digital age and art of teaching online design courses, a develop-ment of effective strategies for pandemic. Journal of Turkish Science Education, 21(2), 345-368. https://doi.org/10.36681/tused.2024.019
Duncan, T. Pintrich, P. Smith, D. & Mckeachie, W. (2015). Motivated Strategies for Learning Questionnaire (MSLQ) Manual. https://doi.org/10.13140/RG.2.1.2547.6968.
Fujita, K., Le, P. Q., Scholer, A. A., & Miele, D. B. (2024). The metamotivation approach: Insights into the regulation of motivation and beyond. Social & Personality Psychology Compass, 18(2). https://doi.org/10.1111/spc3.12937
Garn, A., Simonton, K., Dasingert T., & Simonton, A. (2017). Predicting changes in student engagement in university physical education: Application of control-value theory of achievement emotions, Psychology of Sport and Exercise, 29, 93-102. https://doi.org/10.1016/j.psychsport.2016.12.005
Gillies, R. M., Nichols, K., Burgh, G., & Haynes, M. (2014). Primary students’ scientific reasoning and discourse during cooperative inquiry-based science activities. International Journal of Educational Research, 63, 127-140. http://dx.doi.org/10.1016/j.ijer.2013.01.001
Kang, H., & Cogan, L. (2020). The differential role of socioeconomic status in the relationship between curriculum-based mathematics and mathematics literacy: the link between TIMSS and PISA. International Journal of Science & Mathematics Education. https://doi-org.squ.idm.oclc.org/10.1007/s10763-020-10133-2
Karaca, M., Bektas, O., & T. Celikkiran, A. (2023). An examination of the self‐regulation for science learning of middle school students with different achievement levels. Psychology in the Schools, 60(3), 511-540. https://doi.org/10.1002/pits.22776
Ker, H.-W. (2017). The effects of motivational constructs and engagements on mathematics achievements: a comparative study using TIMSS 2011 data of Chinese Taipei, Singapore, and the USA. Asia Pacific Journal of Education, 37(2), 135–149. https://doi.org/10.1080/02188791.2016.1216826
Kokkinos, C. M., & Voulgaridou, I. (2018). Motivational beliefs as mediators in the association between perceived scholastic competence, self-esteem and learning strategies among Greek secondary school students. Educational Psychology, 38, 753–771. https://doi.org/10.1080/01443410.2018.1456651
Magsino, L. (2021). Self-regulation learning variables and learners’ performance: A correlational analysis. International Review of Social Sciences Research, 1(2), 34–57. https://doi.org/10.53378/346498
Martin, M. O., Mullis, I. V. S., & Hooper, M. (Eds.). (2016). Methods and procedures in TIMSS 2015. TIMSS & PIRLS International Study Center. http://timssandpirls.bc.edu/publications/timss/2015-methods.html
Michaelides, M. P., Brown, G. T., Eklöf, H., & Papanastasiou, E. C. (2019). Introduction to motivational profiles in TIMSS mathematics. In M. P. Michaelides, G. T. L. Brown, H. Eklöf, & E. C. Papanastasiou (Eds.), Motivational profiles in TIMSS mathematics: Exploring student clusters across countries and time (pp. 1–7). Cham, Switzerland: Springer.
Mullis, I. & Martin, M. (2017). TIMSS 2019 assessment framework. Chestnut Hill, MA, USA: the International Association for the Evaluation of Educational Achievement (IEA).
Mullis, I., Martin, M., Foy, D., Kelly, D. & Fishbein, B. (2020). TIMSS 2019 International Results in Mathematics and Science. The International Association for the Evaluation of Educational Achievement (IEA).
Mutawah, M., Thomas, R., & Khine, M. S. (2017). Investigation into self-regulation, engagement in learning mathematics and science and achievement among bahrain secondary school students. International Electronic Journal of Mathematics Education, 12(3), 633–653. https://doi.org/10.29333/iejme/639
Ogbonneya O. J., & Nworie, G. O. (2024). Academic performance of secondary school students: influence of self-regulation and academic motivation among economics students in Awka South. International Journal of Academic Pedagogical Research, 8(11). 84-92. http://ijeais.org/wp-content/uploads/2024/11/IJAPR241111.pdf
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
Pongsophon, P. (2023). Multilevel analysis of factors that determine the science achievement of fourth-grade students in TIMSS 2019. Science Education International, 34(2), 86-95. https://doi.org/10.33828/sei.v34.i2.2
Reinoso-Tapia, R., Galindo, S., Delgado-Iglesias, J., & Bobo-Pinilla, J. (2024). Flipped learning in a molecular biology course: pre-service teachers’ performance and perceptions. Journal of Turkish Science Education, 21(2), 232-253. https://doi.org/10.36681/tused.2024.013
Saido, G. M., Siraj, S., Nordin, A., Saadallah, O., & Amedy, A. (2015). Higher order thinking skills among secondary school students in science learning, The Malaysian Online Journal of Educational Science, 3(3), 13-20. http://ijie.um.edu.my/index.php/MOJES/article/view/12778
Shahat, M.A., Ambusaidi, A.K. & Treagust, D.F. (2022). Omani science teachers’ perceived self-efficacy beliefs for teaching science as inquiry: influences of gender, teaching experience, and preparation programme. Journal of Turkish Science Education, 19(3), 852-871. http://doi.org/10.36681/tused.2022.153
Suryawati, E., Syafrinal, Rahmi, F. O., Alimin, M., & Wahono, B. (2024). First-year undergraduate biology education students’ critical thinking and self-regulation: Implementation of a metacognitive-based e-learning module. Journal of Turkish Science Education, 21(4), 688-704. http://doi.org/10.36681/tused.2024.037
Tanti, T., Maison, M., Mukminin, A., Syahrial, S., Habibi, A. & Syamsurizal, S. (2018). Exploring the relationship between preservice science teachers’ beliefs and self-regulated strategies of studying physics: A structural equation model. Journal of Turkish Science Education, 15(4), 79-92. https:// https://www.tused.org/index.php/tused/article/view/251
Topçu, M. S., Arikan, S., & Erbilgin, E. (2016). Factors affecting Turkish students’ science performance: Evidence from TIMSS 2011. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1711-1737. https://doi.org/10.12973/eurasia.2016.1530a
Wang, C. L., & Liou, P. Y. (2018). Patterns of motivational beliefs in the science learning of total, high-, and low-achieving students: evidence of Taiwanese TIMSS 2011 Data. International Journal of Science & Mathematics Education, 16, 603–618. https://doi-org.squ.idm.oclc.org/10.1007/s10763-017-9797-3
Xiao, B., Zhao, H., Hein-Salvi, C., Parent, N., & Shapka, J. (2025). Examining self-regulation and problematic smartphone use in Canadian adolescents: A parallel latent growth modeling approach. Journal of Youth & Adolescence, 54, 468–479. https://doi.org/10.1007/s10964-024-02071-x
Younis, B. K. (2024). Examining students’ self-regulation skills, confidence to learn online, and perception of satisfaction and usefulness of online classes in three suggested online learning environments that integrates ChatGPT. Online Learning, 28(2), 1-23. https://doi.org/10.24059/olj.v28i2.4397
Zheng, J., Xing, W., Zhu, G., Chen, G., Zhao, H., & Xie, C. (2020). Profiling self-regulation behaviors in STEM learning of engineering design. Computers & Education, 143, 103669. https://doi.org/10.1016/j.compedu.2019.103669
Zheng, L., & Li, X. (2016). The effects of motivation, academic emotions, and self-regulated learning strategies on academic achievements in technology enhanced learning environment. 2016 IEEE 16th International Conference on Advanced Learning. Technologies (ICALT), Austin, TX, USA, 2016, pp. 376-380, https://doi.org/10.1109/ICALT.2016.128
Zhou, X.; Teng, D.; Al-Samarraie, H. (2024). The mediating role of generative AI self-regulation on students’ critical thinking and problem-solving. Educational Sciences, 14, 1302. https://doi.org/10.3390/educsci14121302
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview, Theory into Practice, 42(2), 64-70, https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 259–277). Routledge/Taylor & Francis Group.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Journal of Turkish Science Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This license enables reusers to copy and distribute the material in any medium or format in unadapted form only, for noncommercial purposes only, and only so long as attribution is given to the creator. CC BY-NC-ND includes the following elements: Credit must be given to the creator; only noncommercial uses of the work are permitted; no derivatives or adaptations of the work are permitted.
