Relationship between Socio-Economic Status and Individual Factors with the Mathematical Achievement of 4th Graders (TIMSS 2003, data)

The purpose of this study was to investigate the role of familial socio-economic status، process of learning، school connected-ness، math self-concept، and individual factors on the mathematics achievement of 4th graders based on the TIMSS 2003 study. The sample of this study ultimately consisted of 3724 students who participated in the TIMSS 2003 (math test) and also completed the student questionnaire. The measurement model of the latent variables and goodness of fit structural equation model were confirmed and results showed that tested model had a good fit to the data. The effect of socio-economic status، teaching process، and mathematics self-concept on mathematics achievement was confirmed. It was found that 25% of the mathematics achievement variance was explained by the model.