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.

The literature on science discourse in K–12 classrooms in the United States has proliferated over the past couple of decades, crossing geographical, disciplinary, theoretical, and methodological boundaries. There is general consensus that science talk is at the core of students’ learning; however, a synthesis of key findings from the expansive literature base is needed. This systematic literature review is guided by a complex systems framework to organize and synthesize empirical studies of science talk in urban classrooms across individual (student or teacher), collective (interpersonal), and contextual (sociocultural, historical) planes. Findings are discussed in relation to contemporary approaches that integrate theories and methodologies to account for the complex phenomena of science discourse, including interacting elements across levels as well as stable and changing patterns that influence students’ access to, and nature of, science talk in urban classrooms. Unresolved questions related to high-leverage, equitable, and sustainable discourse practices; future lines of inquiry that can benefit by drawing from diverse theoretical traditions and mixed methodological approaches; and practical implications for classroom-based strategies to support science discourse are also discussed.