Kikumi K. Tatsuoka

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This study used a diagnostic testing approach to compare the mathematics achievement of eighth-grade students across a sample of 20 countries, analyzing data from the Third International Math and Science Study–Revised (TIMSS-R, 1999). Using the rule-space method, student mastery was measured on 23 specific content knowledge and processing subskills(More)
We develop and test a model describing the effects of motivational resources and autonomy support on math performance. The model, based on Self-Determination Theory (SDT), incorporates the assumptions that intrinsic forms of motivation positively affect math performance, whereas external regulation (another form of motivation) negatively affects math(More)
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