Samsudin, Mohd Ali, Chut, Thodsaphorn Som, Ismail, Mohd Erfy, Ahmad, Nur Jahan |
2020 |
A calibrated item bank for computerized adaptive testing in measuring science TIMSS performance |

Geiger, Vince, Anderson, Judy, Hurrell, Derek |
2017 |
A case study of effective practice in mathematics teaching and learning informed by Valsiner's zone theory |

Akin Arikan, Cigdem |
2019 |
A comparison of kernel equating methods based on Neat design |

Lay, Yoon Fah, Ng, khar Thoe |
2021 |
A comparison of school climate with TIMSS 2015 science achievement among South-East and East Asian countries |

Kim, Suehye, Choi, Jungah |
2021 |
A cross-cultural examination of socio-psychological resources in mathematics achievement between Korea and the US |

Ayieko, Rachel Angela, Moreano, Giovanna, Harter, Lauren |
2022 |
A cross-national comparison of fourth and eighth grade students’ understanding of fraction magnitude |

Tze, Virginia M. C, Li, Johnson C.-H., Parker, Patti C. |
2023 |
A mediation analysis of emotions based on the control-value theory |

Kahraman, Nurcan |
2024 |
A meta-analytic examination of the effect of individual and school-average achievement on students' self-concept in science |

Kim, Nana, Bolt, Daniel.M |
2020 |
A mixture IRTree model for extreme response style |

Saatçioğlu, Fatıma Münevver, Atar, Hakan Yavuz |
2020 |
A study on the identification of latent classes using mixture item response theory models |

Sun, Siyu, Wu, Xiaopeng, Xu, Tianshu |
2023 |
A Theoretical Framework for a Mathematical Cognitive Model for Adaptive Learning Systems |

Kreitchmann, Rodrigo Schames, Abad, Francisco José, Ponsoda, Vicente |
2018 |
A two-dimensional multiple-choice model accounting for omissions |

Brinkmann, Maximilian, Huth-Stöckle, Nora, Schunck, Reinhard , Teltemann, Janna |
2024 |
Achievement or Social Background? |

Lay, Yoon Fah, Rajoo, Murugan |
2020 |
Affective factors contributing to Southeast Asian and East Asian eight graders' science achievement in TIMSS 2015 |

López-Castro, Leticia, Smith, Peter K., Robinson, Susanne, Görzig, Anke |
2023 |
Age differences in bullying victimisation and perpetration |

van Staden, Surette, Graham, Marien Alet, Harvey, J. C. |
2020 |
An analysis of TIMSS 2015 science reading demands |

Larke, Patricia, Moon, Chi Yun |
2020 |
An analysis of U.S. TIMSS 2015 mathematics achievement by content domains across gender and ethnicity |

Peduk, Burcu, Ates, Ozlem |
2019 |
Analysis of the science course curriculum objectives and high school entrance examination questions according to TIMSS framework |

Ali, Farhan, Ow-Yeong, Yook Kit, Tilley, Jacqueline L. |
2024 |
Are schools becoming more unequal? |

Liou, Pey-Yan, Wang, Cheng-Lung, Lin, John J. H., Areepattamannil, Shaljan |
2021 |
Assessing students' motivational beliefs about learning science across grade level and gender |

Glassow, Leah Natasha, Rolfe, Victoria, Hansen, Kajsa Yang |
2021 |
Assessing the comparability of teacher-related constructs in TIMSS 2015 across 46 education systems |

Juan, Andrea, Hannan, Sylvia, Govender, Ashika, Reddy, Vijay, Zuze, Linda |
2018 |
Bullies, victims and bully-victims in South African schools |

Proietti, Giada Spaccapanico, Matteucci, Mariagiulia, Mignani, Stefania, Veldkamp, Bernard |
2023 |
Chance-constrained automated test assembly |

Sumpter, Lovisa, Sollerman, Samuel |
2023 |
Changes in affect |

Federičová, Miroslava, Pertold, Filip, Smith, Michael L. |
2018 |
Children left behind |

Önen, Emine |
2018 |
Classification of students in terms of student’s, teacher’s and instructional qualifications based on TIMSS-2015 |

Altinok, Nadir, Diebolt, Claude |
2023 |
Cliometrics of learning-adjusted years of schooling |

Wu, Huang, Shen, Jianping, Spybrook, Jessaca, Gao, Xingyuan |
2021 |
Closing achievement gaps |

Oz, Elif |
2021 |
Comparability of teachers’ educational background items in TIMSS |

Atar, Burcu, Atalay Kabasakal, Kubra, Kibrislioglu Uysal, Nermin |
2021 |
Comparability of TIMSS 2015 mathematics test scores across country subgroups |

Tchoshanov, Mourat, Quinones, Maria Cruz, Shakirova, Kadriya, Ibragimova, Elena, Shakirova, Liliana |
2017 |
Comparative analysis of mathematics teachers’ content knowledge in USA and Russia through the lens of TIMSS results |

Gübes, Nese, Uyar, Seyma |
2020 |
Comparing performance of different equating methods in presence and absence of DIF items in anchor test |

Saal, Petronella Elize , Ryneveld, Linda Van, Graham, Marien Alet |
2021 |
Comparing the relationship between using educational technology in mathematics and student achievement in South Africa and Germany |

Karlsson, Linn |
2020 |
Computers in education |

Lay, Yoon Fah, Ng, khar Thoe |
2021 |
Correlates of science classroom teaching with Southeast Asian and East Asian eighth graders' science achievement in TIMSS 2015 |

He, Jia, Van de Vijver, Fons J. R., Kulikova, Alena |
2017 |
Country-level correlates of educational achievement |

Lee, Jihyun, Chen, Minge |
2019 |
Cross-country predictive validities of non-cognitive variables for mathematics achievement |

He, Jia, Barrera-Pedemonte, Fabián, Buchholz, Janine |
2019 |
Cross-cultural comparability of noncognitive constructs in TIMSS and PISA |

He, Jia, Barrera-Pedemonte, Fabián, Buchholz, Janine |
2018 |
Cross-cultural comparability of noncognitive constructs in TIMSS and PISA |

Öyküm, Esra Aşkın, Ersoy, Öz |
2020 |
Cross-National Comparisons of Students' Science Success Based on Gender Variability |

Eriksson, Kimmo, Lindvall, Jannika, Helenius, Ola, Ryve, Andreas |
2020 |
Cultural variation in the effectiveness of feedback on students’ mistakes |

Takashiro, Naomi |
2021 |
Determinants of middle school students’ participation in shadow education in Japan |

Yalcin, Seher |
2018 |
Determining differential item functioning with the mixture item response theory |

Kim, Matthew H., Sidney, Pooja G. |
2023 |
Do teacher instructional practices shape children's academic self-concept and interest in mathematics and science? |

Rolfe, Victoria, Strietholt, Rolf, Hansen, Kajsa Yang |
2021 |
Does inequality in opportunity perpetuate inequality in outcomes? |

Jo, SeungJung, Seo, Young S. |
2021 |
Does maths self-concept mediate the relation between instructional approaches and students' maths achievement? |

Jo, SeungJung, Seo, Young S. |
2023 |
Does maths self-concept mediate the relation between instructional approaches and students’ maths achievement? |

Strello, Andrés, Strietholt, Rolf, Steinmann, Isa, Siepmann, Charlotte |
2020 |
Early tracking and different types of inequalities in achievement |

FİLİZ, Enes, ÖZ, Ersoy |
2020 |
Educational data mining methods for TIMSS 2015 mathematics success |

Al Mutawah, Masooma, Thomas, Ruby, Alghazo, Yazan, Al Anezi, Maha |
2020 |
Effect of curriculum change on TIMSS achievement in Bahrain |

Dibek, Munevver Ilgun |
2020 |
Effect of extreme and acquiescence response style in TIMSS 2015 |

Çiftçi, Ş. Koza, Pinar, Yildiz |
2019 |
Effect of self-confidence on mathematics achievement |

House, Daniel J., Telese, James A. |
2019 |
Effects of confidence in science on chemistry achievement of eighth-grade students in Korea on the TIMSS 2015 assessment |

Valdivia, Montserrat, Rutkowski, Leslie, Valdivia, Dubravka Svetina, Rutkowski, David |
2023 |
Effects of DIF in MST routing in ILSAs |

Shapira-Lishchinsky, Orly |
2021 |
Ethical implications of TIMSS findings |

Oyar, Esra, Atar, Hakan Yavuz |
2021 |
Examination of wording effect of the TIMSS 2015 mathematical self-confidence scale through the bifactor models |

Karakolidis, Anastasios, Duggan, Alice, Shiel, Gerry, Kiniry, Joanne |
2021 |
Examining educational inequalities |

Naidoo, Jaqueline, Sibanda, Doras |
2020 |
Examining science performance of South African Grade 9 learners in TIMSS 2015 through a gender lens |

Hwang, Sunghwan |
2020 |
Examining the effect of students’ early numeracy activities at home on later mathematics Achievement via early numeracy competencies and self-efficacy beliefs |

Erturk, Zafer, Oyar, Esra |
2021 |
Examining the measurement invariance of TIMSS 2015 Mathematics liking scale through different methods |

Atasever, Umut, Jerrim, John, Tieck, Sabine |
2023 |
Exclusion rates from international large-scale assessments |

Cordero, José Manuel, Mateos-Romero, Lucía |
2021 |
Exploring factors related with resilience in primary education |

Bansilal, Sarah, Lephoto, Thabo, North, Delia, Zewotir, Temesgen |
2022 |
Exploring the association between teacher-related factors and Grade 9 mathematics achievement |

Geesa, Rachel Louise, Izci, Burcu, Song, Hyuksoon S., Chen, Shiyi |
2019 |
Exploring the roles of students’ home resources and attitudes towards science in science achievement |

Uyar, Seyma |
2021 |
Factor structure and measurement invariance of the TIMSS 2015 mathematics attitude questionnaire |

Zhang, Fa, Bae, Christine L, Broda, Michael, Koenka, Alison C. |
2023 |
Factor Structure of Student Science-Learning Motivation |

Sarı, Mehmet Hayri, Arikan, Serkan, Yıldızlı, Hülya |
2017 |
Factors predicting mathematics achievement of 8th graders in TIMSS 2015 |

Harju-Luukkainen, H., Vettenranta, J., Wang, J., Garvis, S. |
2020 |
Family related variables effect on later educational outcome |

Petersson, Jöran |
2017 |
First and second language students’ achievement in mathematical content areas |

Alreshidi, Ahmed Mubarak , Alsharif, Khalid Mohammed , Kandeel, Refat Abdelsamad Abouelgheat |
2021 |
Five important parental involvement variables that affect young children's mathematical achievements |

Ghasemi, Ehsan, Burley, Hansel, Safadel, Parviz |
2019 |
Gender differences in general achievement in mathematics |

Andersen, Ida Gran, Smith, Emil |
2024 |
Gender differences in math and science academic self-concepts and the association with female climate in 8th grade classrooms |

Mejía-Rodríguez, Ana Maria, Hans Luyten, Martina R. M. Meelissen, Christelle Garrouste |
2020 |
Gender differences in mathematics self-concept across the world |

Liou, Pey-Yan, Lin, Yao-Mei, Huang, Ssu-Ching, Chen, Sufen |
2023 |
Gender differences in science motivational beliefs and their relations with achievement over grades 4 and 8 |

Eriksson, Kimmo |
2020 |
Gender differences in the interest in mathematics schoolwork across 50 countries |

Sibanda, Doras, Naidoo, Jaqueline |
2023 |
Gender gaps in mathematics achievement in TIMSS 2015 |

Ghasemi, Ehsan, Burley, Hansel |
2019 |
Gender, affect, and math |

Spaull, Nic, Makaluza, Nwabisa |
2019 |
Girls do better |

Altinok, Nadir, Angrist, Noam, Patrinos, Harry Anthony |
2018 |
Global data set on education quality (1965–2015) |

Jerrim, John |
2023 |
Has Peak PISA passed? |

Jerrim, John |
2023 |
Has Peak PISA passed? |

Pitsia, Vasiliki, Lysaght, Zita, O'Leary, Michael, Shiel, Gerry |
2024 |
High achievement in mathematics and science among students in Ireland |

Baek, Chanwoong |
2023 |
How (do) school experiences contribute to students’ sense of belonging? |

Delil, Ahmet, Ozcan, Bulent Nuri |
2019 |
How 8th graders are assessed through tests by mathematics teachers? |

Sahin, Melek Gülsah, Öztürk, Nagihan Boztunç |
2018 |
How classroom assessment affects science and mathematics achievement? |

Kirsten, Nils, Lindvall, Jannika, Ryve, Andreas, Gustafsson, Jan-Eric |
2023 |
How effective is the professional development in which teachers typically participate? |

Sadak, Musa |
2023 |
How important are teacher characteristics to predict mathematics achievement in European countries? |

Van Laar, Saskia, Chen, Jianan, Braeken, Johan |
2024 |
How randomly are students random responding to your questionnaire? |

Walkington, Candace, Clinton, Virginia, Shivraj, Pooja |
2018 |
How readability factors are differentially associated with performance for students of different backgrounds when solving mathematics word problems |

Suk, Youmi, Kim, Jee-Seon, Kang, Hyunseung |
2021 |
Hybridizing machine learning methods and finite mixture models for estimating heterogeneous treatment effects in latent classes |

Juan, Andrea, Hannan, Sylvia, Namome, Catherine |
2018 |
I believe I can do science |

Teig, Nani, Scherer, Ronny, Nilsen, Trude |
2019 |
I know I can, but do I have the time? The role of teachers’ self-efficacy and perceived time constraints in implementing cognitive-activation strategies in science |

Lindvall, Jannika, Helenius, Ola, Eriksson, Kimmo, Ryve, Andreas |
2021 |
Impact and design of a national-scale professional development program for mathematics teachers |

Laukaityte, Inga, Wiberg, Marie |
2018 |
Importance of sampling weights in multilevel modeling of international large-scale assessment data |

Yoonsun, Han, Shinhye, Lee, Eunah, Cho, Juyoung, Song, Jun, Sung Hong |
2021 |
Individual- and School-level predictors of latent profiles of bullying victimization |

Reeves, Philip M., Pun, Wik Hung, Chung, Kyung Sun |
2017 |
Influence of teacher collaboration on job satisfaction and student achievement |

Peciuliauskiene, Palmira, Kaminskiene, Lina |
2021 |
Innovative work activity of science teachers |

Wedel, Katharina |
2021 |
Instruction time and student achievement |

Balala, Maha Mohamed Abdulla, Areepattamannil, Shaljan, Dean, Cairns |
2021 |
Investigating the associations of early numeracy activities and skills with mathematics dispositions, engagement, and achievement among fourth graders in the United Arab Emirates |

Eser, Derya ÇAKICI |
2021 |
Investigation of measurement invariance according to home resources |

Sayan, Hamiyet, Mertoğlu, Hatice |
2020 |
Investigation of the opinions of science teachers about homework |

Rappleye, Jeremy, Komatsu, Hikaru |
2020 |
Is bullying and suicide a problem for East Asia's schools? |

Rappleye, Jeremy, Komatsu, Hikaru |
2020 |
Is shadow education the driver of East Asia’s high performance on comparative learning assessments? |

Al-Mutawa, Farah, Al-Rasheedi, Ghazi, Al-Maie, Dalal |
2021 |
Kuwaiti students' achievements in mathematics |

Fadiji, Angelina Wilson, Reddy, Vijay |
2020 |
Learners’ educational aspirations in South Africa |

Gökçe, Semirhan, Berberoglu, Giray, Wells, Craig S., Sireci, Stephen G. |
2021 |
Linguistic distance and translation differential item functioning on trends in international mathematics and science study mathematics assessment items |

Abdelfattah, Faisal, Lam, Jasmine |
2018 |
Linking homework to achievement in mathematics |

Majoros, Erika |
2023 |
Linking the first- and second-phase IEA studies on mathematics and science |

Arikan, Serkan, Van de Vijver, Fons J. R., Yagmur, Kutlay |
2020 |
Mainstream and immigrant students’ primary school mathematics achievement differences in European countries |

Prendergast, Mark, Iseult, O'Rourke |
2021 |
Mathematics as a gendered subject |

Alharbi, Mohammed Sanat, Almatham, Abdullah, Alsalouli, Misfer S., Hussein, Hisham Barakat |
2020 |
Mathematics teachers' professional traits that affect mathematical achievement for fourth-grade students according to the TIMSS 2015 results |

Majoros, Erika, Rosén, Monica, Johansson, Stefan, Gustafsson, Jan-Eric |
2021 |
Measures of long-term trends in mathematics |

Leder, Gilah C., Forgasz, H. J. |
2018 |
Measuring who counts |

Dibek, Munevver Ilgun, Cikrikci, Rahime Nukhet |
2021 |
Modelling of the attitude-achievement paradox in TIMSS 2015 with respect to the extreme response style using multidimensional item response theory |

Stapleton, Laura M., Johnson, Tessa L. |
2019 |
Models to examine the validity of cluster-level factor structure using individual-level data |

Teig, Nani, Scherer, Ronny, Nilsen, Trude |
2018 |
More isn't always better |

Zhang, Fa, Bae, Christine Lee, Broda, Michael D., Koenka, Alison C. |
2024 |
Motivation and opportunities-to-learn in science as predictors of student science performance |

Zhang, Fa, Xu, Yaoying, Chen, Chin-Chih |
2024 |
Motivational factors and science achievement among students from the U.S. and Singapore |

Zhang, Fa, Bae, Christine L |
2020 |
Motivational factors that influence student science achievement |

Aru, Sidika AKYÜZ , Kale, Mustafa |
2021 |
Multilevel effects of student qualifications and in-classroom variables on science achievement |

Unsworth, Len, Cope, Jen, Nicholls, Liz |
2019 |
Multimodal literacy and large-scale literacy tests |

Jiménez, Rocío |
2019 |
Multiple victimization (bullying and cyberbullying) in primary education in Spain from a gender perspective |

Keller, Lena, Preckel, Franzis, Brunner, Martin |
2021 |
Nonlinear relations between achievement and academic self-concepts in elementary and secondary school |

Otani, Midori |
2019 |
Parental involvement and academic achievement among elementary and middle school students |

Rindermann, Heiner , Ceci, Stephen J. |
2018 |
Parents’ education is more important than their wealth in shaping their children’s intelligence |

Perino Sanchez, Joje Mar, Ponce, Michael A. |
2020 |
Physics-Mathematics Associations |

Alenxander, Curby, Knezek, Gerald, Christensen, Rhonda, Tyler-Wood, Tandra |
2019 |
Piloting innovative learning experiences |

Wei-Zhao, Shi, Xiqin, He, Yan, Wang, Zeng-Guang, Fan, Liangdong, Guo |
2016 |
PISA and TIMSS science score, which clock is more accurate to indicate national science and technology competitiveness? |

Berger, Nathan, Mackenzie, Erin, Holmes, Kathryn |
2020 |
Positive attitudes towards mathematics and science are mutually beneficial for student achievement |

Oberleiter, Sandra, Fries, Jonathan, Schock, Laura S., Steininger, Benedikt, Pietschnig, Jakob |
2023 |
Predicting cross-national sex differences in large-scale assessments of students' reading literacy, mathematics, and science achievement |

Van Laar, Saskia, Braeken, Johan |
2024 |
Prevalence of random responders as a function of scale position and questionnaire length in the TIMSS 2015 eighth-grade student questionnaire |

Aburizaizah, Saeed, Kim, Yoonjeon, Fuller, Bruce |
2019 |
Principal leadership and student achievement |

Aydin, Mustafa, Erdem, Cahit |
2023 |
Profiles of academically resilient students |

Säljö, Roger, Radišić, Jelena |
2018 |
Promoting teaching, learning and informed decision-making through the lenses of international large-scale assessment |

Lee, Giseung |
2020 |
Prospects of compulsory English education in South Korea |

Suk, Youmi, Kang, Hyunseung, Kim, Jee-Seon |
2021 |
Random forests approach for causal inference with clustered observational Data |

Yildirim, Huseyin H |
2021 |
Re-reviewing item parameter equivalence in TIMSS 2015 from a sociocognitive perspective |

Winnaar, Lolita, Arends, Fabian, Beku, Unathi |
2018 |
Reducing bullying in schools by focusing on school climate and school socio-economic status |

Lüssenhop, Maike, Kaiser, Gabriele |
2020 |
Refugees and numeracy |

Wang, Jianjun, Ma, Xin |
2019 |
Rejoinder: Response to: "An examination of plausible score correlation from the trend in mathematics and science study" |

Bjerke, Annette Hessen, Smestad, Bjørn, Eriksen, Elisabeta, Rognes, André |
2021 |
Relationship between birth month and mathematics performance in Norway |

Hwang, Jihyun, Kyong, Mi Choi |
2020 |
Relationships between emotional dispositions and mathematics achievement moderated by instructional practices |

Hwang, Jihyun, Ham, Yeajin |
2021 |
Relationships between self efficacy and achievement moderated by teacher interaction |

Hornung, Erik, Schwerdt, Guido, Strazzeri, Maurizio |
2023 |
Religious practice and student performance |

Wu, Xiaopeng, Wu, Rongxiu, Zhang, Yi, Arthur, David, Chang, Hua-Hua |
2021 |
Research on construction method of learning paths and learning progressions based on cognitive diagnosis assessment |

Wilson Fadiji, A., Reddy, V. |
2021 |
School and individual predictors of mathematics achievement in South Africa |

Andersson, Eva K., Abramsson, Marianne, Malmberg, Bo |
2021 |
School choice and educational attitudes |

Zuze, Tia Linda, Juan, Andrea |
2020 |
School leadership and local learning contexts in South Africa |

Ceylan, Eren, Sever, Mustafa |
2020 |
Schools’ emphasis on academic success in TIMSS 2015 across Finland, Singapore, and Turkey |

Zhang, Fa, Bae, Christine L, Broda, Michael |
2021 |
Science self-concept, relatedness, and teaching quality |

Peciuliauskiene, Palmira, Kaminskiene, Lina, Lehtinen, Erno |
2023 |
Science teachers’ collaborative innovative activities |

Tze, Virginia M. C, Li, Johnson C.-H |
2021 |
Should science be a subject that we should keep our mind cool |

Erdemir, Ayşenur, Atar, Hakan Yavuz |
2020 |
Simultaneous estimation of overall score and subscores using MIRT, HO-IRT and Bi-factor model on TIMSS data |

Ersan, Ozgen, Rodriguez, Michael C. |
2020 |
Socioeconomic status and beyond |

Bolden, David, Tymms, Peter |
2020 |
Standards in education |

Østbø, Ingvild Ulven, Zachrisson, Henrik Daae |
2021 |
Student motivation and parental attitude as mediators for SES effects on mathematics achievement |

Wiberg, Marie, Rolfsman, Ewa |
2021 |
Students' self-reported background SES measures in TIMSS in relation to register SES measures when analysing students' achievements in Sweden |

Wiberg, Marie, Rolfsman Ewa |
2023 |
Students’ self-reported background SES measures in TIMSS in relation to register SES measures when analysing students’ achievements in Sweden |

Smith, Thomas J., Walker, David A., Chen, Hsiang-Ting, Hong, Zuway-R. |
2020 |
Students’ sense of school belonging and attitude towards science |

Hamhuis, Eva, Glas, Cees, Meelissen, Martina |
2020 |
Tablet assessment in primary education |

Smith, Thomas.J, Walker, David A., Hsu, Wen-Yi, Lu, Ying-Yan, Hong, Zuway-R., McKenna, Cornelius M |
2021 |
Teacher characteristics as predictors of mathematics attitude and perceptions of engaged teaching among 12th grade advanced mathematics students in the U.S |

Jerrim, John, Sims, Sam, Oliver, Mary |
2023 |
Teacher self-efficacy and pupil achievement: much ado about nothing? |

Mosimege, Mogege, Winnaar, Lolita |
2021 |
Teachers' instructional strategies and their impact on learner performance in grade 9 mathematics |

Suna, Eren, Özer, Mahmut |
2021 |
The achievement gap between schools and relationship between achievement and socioeconomic status in Turkey |

Saatçioğlu, Fatıma Münevver, Şen, Sedat |
2023 |
The analysis of TIMSS 2015 data with confirmatory mixture item response theory |

Mazzone, Angela, Pitsia, Vasiliki |
2020 |
The association of individual and contextual variables with bullying victimisation |

Arends, Fabian, Visser, Mariette |
2019 |
The contribution of South African teachers to students’ sense of belonging and mathematics achievement |

Bhaw, Nishaal, Kriek, Jeanne |
2023 |
The Curriculum–TIMSS Alignment for Grade 8 Science from 2007 to 2019 |

Prinsloo, C. H., Harvey, J. C. |
2020 |
The differing effect of language factors on Science and Mathematics Achievement using TIMSS 2015 data |

Coşkun, Burçin, Karadağ, Engin |
2023 |
The effect of student and school characteristics on TIMSS 2015 science and mathematics achievement |

Coşkun, Burçin, Karakaya Özyer, Kübra |
2023 |
The effect of student characteristics and socioeconomic status on mathematics achievement in Türkiye |

Sancassani, Pietro |
2023 |
The effect of teacher subject-specific qualifications on student science achievement |

İlhan, Mustafa , Öztürk, Nagihan Boztunç, Sahin, Melek Gülsah |
2020 |
The effect of the item’s type and cognitive level on its difficulty index |

Akçay, Ahmet Oguz, Güven, Ufuk |
2021 |
The effects of bringing interesting materials into the classroom on 4th grade students' mathematics achievement |

Bowd, Justin, Bowles, Terry, McKenzie, Vicki |
2021 |
The effects of demography, expectations and student attitudes on Australian secondary school teachers' homework practices |

Steinmann, Isa, Strello, Andrés, Strietholt, Rolf |
2023 |
The effects of early between-school tracking on gender segregation and gender gaps in achievement |

Younes, Rayya, Salloum, Sara, Antoun, Maya |
2023 |
The effects of language and home factors on Lebanese students’ mathematics performance in TIMSS |

Whitney-Smith, Rachael Margaret |
2023 |
The emergence of computational thinking in national mathematics curricula |

Rindermann, Heiner , Becker, David |
2023 |
The future of intelligence |

Chmielewski, Anna K. |
2019 |
The global increase in the socioeconomic achievement gap, 1964 to 2015 |

Ali, Ünal |
2019 |
The impact of relative age effect on mathematics achievement |

Awang, Halimah, Hashim, Fatimah, Haji Salleh, Abdul Latif, Tan, Lih Yoong |
2021 |
The influence of mathematics score and student factors on science achievement using TIMSS Data |

Cui, Yiran, Zhang, Danhui, Leung, Frederick K. S. |
2021 |
The influence of parental educational involvement in early childhood on 4th grade students' mathematics achievement |

Chen, Yu, Guo, Chorng-Jee, Lim, Kam Ming, Mun, Kong-Ju, Otsuji, Hisashi, Park, Young-Shin, Sorrell, David, So, Wing Mui Winnie |
2020 |
The influence of school entry skills in literacy and numeracy on the science achievement of fourth grade students and schools in Asian regions |

Wardat, Yousef, Belbase, Shashidhar, Tairab, Hassan, Takriti, Rachel Alison, Efstratopoulou, Maria, Dodeen, Hamza |
2023 |
The influence of student factors on students’ achievement in the Trends in International Mathematics and Science Study in Abu Dhabi Emirate Schools |

Bellens, Kim, Van den Noortgate, Wim, Van Damme, Jan |
2020 |
The informed choice |

Želvys, Rimantas, Esenova, Kamchat, Rakhymberdyeva, Ainur |
2019 |
The managerial experience and postgraduate university training of school principals |

Hwang, Sunghwan |
2021 |
The mediating effects of self-efficacy and classroom stress on professional development and student-centered instruction |

Kijima, Rie, Lipscy, Phillip Y. |
2024 |
The politics of international testing |

Eriksson, Kimmo, Björnstjerna, Marie, Vartanova, Irina |
2020 |
The relation between gender egalitarian values and gender differences in academic achievement |

Huang, Tiedan, Hochbein, Craig, Simons, Jordan |
2020 |
The relationship among school contexts, principal time use, school climate, and student achievement |

Saal, Petronella Elize , Graham, Marien Alet, Ryneveld, Linda Van |
2020 |
The relationship between integrating educational technology in Mathematics Education and the Mathematics Achievement of German students |

Shapira-Lishchinsky, Orly |
2020 |
The relationship between principals’ perceptions of school practices and student achievement in science |

Saal, Petronella Elize , Ryneveld, Linda Van, Graham, Marien Alet |
2019 |
The relationship between using information and communication technology in education and the mathematics achievement of students |

Wijaya, Ariyadi |
2017 |
The relationships between Indonesian fourth graders’ difficulties in fractions and the opportunity to learn fractions |

Tomul, Ekber, Önder, Emine , Taslidere, Erdal |
2021 |
The relative effect of student, family and school-related factors on math achievement by location of the school |

Vesic, Dragan, Dzinovic, Vladimir, Mirkov, Snežana |
2021 |
The role of absenteeism in the prediction of math achievement on the basis of self-concept and motivation |

Geesa, Rachel Louise, Izci, Burcu, Chen, Shiyi, Song, Hyuksoon S. |
2020 |
The role of gender and attitudes toward science in fourth and eighth graders' science achievement in South Korea, Turkey, and the United States |

Daus, Stephan, Braeken, Johan |
2018 |
The sensitivity of TIMSS country rankings in science achievement to differences in opportunity to learn at classroom level |

Mahmud, Muhammad Sofwan, Mohd Drus, Nadia Fasha |
2023 |
The use of oral questioning to improve students’ reasoning skills in primary school mathematics learning |