In this systematic literature review, we examined the theoretical frameworks, construct operationalisation, and quantitative results as they relate to student motivation and science achievement in TIMSS studies. Our synthesis of findings derived from an international dataset present notable value in that the patterns identified regarding the influence of motivation on science achievement are nationally representative. Additionally, we present organised documentation of motivation theories used in TIMSS studies, and the alignment of constructs and tested models to these theories. Based on our findings, we identified Expectancy-Value Theory as the motivation framework that most closely aligns with the data available in the student TIMSS questionnaire, and also provide a summary of items used to measure relevant motivation constructs within this framework. These findings will inform methodological approaches in future TIMSS research, particularly in selecting items to construct and model motivation variables in a manner that is both theoretically sound and allows for comparison of results across studies. Finally, we provide a review of the methodologies and findings regarding studies that examined the relationship between motivation and science achievement. These findings shed light on which motivation factors have robust effects on students’ science achievement.

This study aimed to further the understanding of transactional relationships that exist between problem behaviors and academic performance in early childhood. Early academic and behavior difficulties increase the risk of school disengagement, academic failure, and dropout. Although children’s academic and behavioral difficulties have been shown to be intercorrelated, little research has focused on how the relationship reciprocates and progresses in early childhood. This study investigated how problem behaviors (i.e., externalizing and internalizing) influence and are influenced by academic performance (i.e., poor reading and math) from kindergarten to third grade. Participants included 18,135 students (51.22% boys) derived from a nationally representative sample in the Early Childhood Longitudinal Study, Kindergarten Class of 2011 (ECLS-K: 2011). Teacher ratings of children’s internalizing (low self-esteem, anxiety, loneliness, or sadness) and externalizing (fighting, arguing, showing anger, impulsively acting, and disruptive behaviors) problem behaviors, as well as direct assessments of children’s academic performance (reading and math), were collected yearly. Cross-lagged panel modeling (CLPM) was employed to examine reciprocal relationships between problem behaviors and academic performance over time from kindergarten to third grade. The results supported the transactional relationships in early childhood, with higher externalizing as well as internalizing problem behaviors predicting lower academic performance and lower academic performance predicting higher externalizing and internalizing problem behaviors. The implications for research, prevention, and early intervention regarding the progression of academic and behavioral problems are discussed.

Young English learners (ELs) whose home language is Spanish continue to lag behind in several school readiness areas including language and literacy skills in spite of their strong social skills, which are positively related to language and literacy. The purpose of this article is to identify challenges that preschool Spanish speaking ELs face, explore theoretical underpinnings of context-based instructional models, and discuss implications for research, practice, and policy making. Based on sociocultural theory and social transactional theory, we propose a conceptual framework that consists of embedding a teacher-scaffolded instruction within reciprocal peer mediated interactions to promote preschool Spanish speaking ELs’ English language and literacy skills for kindergarten readiness. Given the transactional nature of peer tutoring, we hypothesize that children receiving the scaffolded reciprocal peer tutoring will have increased social interaction. Additionally, we expect a mediating effect of children's social interaction on their language and literacy development.