• Abu-Hilal, M. M. (2000). A structural model for predicting mathematics achievement: Its relation with anxiety and self-concept in mathematics. Psychological Reports, 86, 835- 847. doi:10.2466/pr0.2000.86.3.835
• ACARA. (2012). The shape of the Australian Curriculum. Retrieved from http://www.acara.edu.au/verve/_resources/The_Shape_of_the_Australian_Curriculum_ v4.pf.
• Arim, R. G., & Ercikan, K. (2014). Comparability between the American and Turkish version of the TIMSS mathematics test results. Education and Science, 39(172), 33-48.
• Atar, H. Y., & Atar, B. (2012). Examining the effects of Turkish Education reform on students' TIMSS 2007 science achievements. Educational Sciences: Theory and Practice, 12(4), 2632-2636.
• Berberoglu, G., Çelebi, Ö., Özdemir, E., Uysal, E., & Yayan, B. (2003). Factors affecting achievement level of Turkish students in the Third International Mathematics and Science Study. Educational Sciences and Practice, 2(3), 3-14.
• Cheung, G. W., & Rensvold, R. B. (2002) Evaluating Goodness-of-Fit Indexes for testing measurement ınvariance. Structural Equation Modeling: A Multidisciplinary Journal, 9, 233-255. doi:10.1207/S15328007SEM0902_5
• Chevalier, A., & Lanot, G. (2002). The relative effect of family characteristics and financial situation on educational achievement. Education Economics, 10, 165–181. doi:10.1080/09645290210126904
• Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6, 284- 290. doi:10.1037/1040-3590.6.4.284
• Cohen, J (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Mawhaw, NJ: Lawrence Erlbaum Associates.
• Doganay, A., & Bal, A. P. (2010). The measurement of students' achievement in teaching primary school fifth year mathematics classes. Educational Sciences: Theory and Practice, 10, 199-215.
• Ercikan, K., & Koh, K. (2005). Examining the construct comparability of the English and French versions of TIMSS. International Journal of Testing, 5, 23-35. doi:10.1207/s15327574ijt0501_3
• Fuchs, T., & Wößmann, L. (2007). What accounts for international differences in student performance? A re-examination using PISA data. Empirical Economics, 32(2), 433–464. doi:10.1007/s00181-006-0087-0
• Guo, S., & Fraser, M. W. (2009). Propensity score analysis: Statistical methods andapplications. Thousand Oaks, CA: Sage Publications.
• Hansson, A., & Gustafsson, J. E. (2013). Measurement invariance of socioeconomic status across migrational background. Scandinavian Journal of Educational Research, 57, 148- 166. doi:10.1080/00313831.2011.625570
• He, J., & Van de Vijver, F. J. R. (2013). Methodological issues in cross-cultural studies in educational psychology. In G. A. D. Liem & A. B. I. Bernardo (Eds.), Advancing crosscultural perspectives on educational psychology: A festschrift for Dennis McInerney (pp. 39-56). Charlotte, NC: Information Age Publishing.
• Ho, D., Imai, K., King, G., & Stuart, E. (2007). Matching as Nonparametric Preprocessing for Reducing Model Dependence in Parametric Causal Inference. Political Analysis, 15, 199- 236. doi:10.1093/pan/mpl013
• Hooper, M., Arora, A., Martin, M. O., Mullis, I. V. S. (2013). Proceedings from IRC 2013: Examining the Behavior of “Reverse Directional” Items in the TIMSS 2011 Context Questionnaire Scales. Retrieved from http://www.iea.nl/fileadmin/user_upload/IRC/IRC_2013/Papers/IRC2013_Hooper_etal.pdf.
• Kalender, I., & Berberoglu, G. (2009). An assessment of factors related to science achievement of Turkish students. International Journal of Science Education, 31, 1379- 1394. doi:10.1080/09500690801992888
• Kaya, S., & Rice, D. C. (2010). Multilevel effects of student and classroom factors on elementary science achievement in five countries. International Journal of Science Education, 32, 1337-1363. doi:10.1080/09500690903049785
• Klieme, E., & Baumert, J. (2001). Identifying national cultures of mathematics education: Analysis of cognitive demands and differential item functioning in TIMSS. European Journal of Psychology of Education, 16, 385-402. doi:10.1007/BF03173189
• Koc, Y., Isiksal, M., & Bulut, S. (2007). Elementary school curriculum reform in Turkey. International Education Journal, 8, 30-39.
• Liu, S., & Meng, L. (2010). Re‐examining factor structure of the attitudinal items from TIMSS 2003 in cross‐cultural study of mathematics self‐concept, Educational Psychology: An International Journal of Experimental Educational Psychology, 30, 699-712. doi:10.1080/01443410.2010.501102
• Lottridge, S. M., Nicewander, W. A., & Mitzel, H. C. (2011). A comparison of paper and online tests using a within-subjects design and propensity score matching study. Multivariate Behavioral Research, 46, 544-566. doi:10.1080/00273171.2011.569408
• Marsh, H. W. (1986). Verbal and math self-concepts: An internal/external frame of reference model. American Educational Research Journal, 23, 129-149. doi:10.3102/00028312023001129
• Marsh, H. W., Abduljabbar, A. S., Abu-Hilal, M. M., Morin, A. J., Abdelfattah, F., Leung, K. C., Xu, M. K., Nagengast, B., & Parker, P. (2013). Factorial, convergent, and discriminant validity of TIMSS math and science motivation measures: A comparison of Arab and AngloSaxon countries. Journal of Educational Psychology, 105, 108-128. doi:10.1037/a0029907
• Martin, M. O., & Mullis, I. V. S . (Eds.). (2012). Methods and procedures in TIMSS and PIRLS 2011. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
• Ministry of National Education [MONE] (2013). Ortaokul Matematik Dersi (5, 6, 7 ve 8. Sınıflar) Öğretim Programı (Middle School Mathematics Course Educational Program). Ankara, Turkey.
• Mullis, I. V. S., Martin, M. O., & Foy, P. (2008). TIMSS 2007 international mathematics report: Findings from IEA’s Trends in International Mathematics and Science Study at the fourth and eighth grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
• Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 International results in mathematics. Amsterdam: International Association for the Evaluation of Educational Achievement.
• Mullis, I. V. S., Martin, M. O., Ruddock, G. J., O’Sullivan, C. Y., Arora, A., & Erberber, E. (2005). TIMSS 2007 assessment frameworks. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
• Olson, J. F., Martin, M. O., & Mullis, I. V. S. (Eds.). (2008). TIMSS 2007 technical report. Chestnut Hill, MA: Boston College.
• Rubin, D. B. (2006). Matched sampling for causal effects. New York, NY: Cambridge University Press.
• Ruzek, E., Burchinal, M., Farkas, G., & Duncan, G. J. (2014). The quality of toddler childcare and cognitive skills at 24 months: Propensity score analysis results from the ECLSB. Early Childhood Research Quarterly, 29, 12-21. doi:10.1016/j.ecresq.2013.09.002
• Sabah, S., & Hammouri, H. (2010). Does subject matter matter? Estimating the impact of instructional practices and resources on student achievement in science and mathematics: Findings from TIMSS 2007. Evaluation & Research in Education, 23, 287- 299. doi:10.1080/09500790.2010.509782
• Serpell, R. (1993). The significance of schooling: Life-journeys in an African society. Cambridge, United Kingdom: Cambridge University Press.
• Shen, C. (2002). Revisiting the relationship between students' achievement and their self perceptions: A cross-national analysis based on TIMSS 1999 data. Assessment in Education: Principles, Policy & Practice, 9, 161-184. doi:10.1080/0969594022000001913
• Shen, C., & Pedulla, J. J. (2000). The relationship between students' achievement and their self-perception of competence and rigour of mathematics and science: A cross-national analysis. Assessment in Education: Principles, Policy & Practice, 7, 237-253. doi: 10.1080/713613335
• Shen, C., & Tam, H. P. (2008). The paradoxical relationship between student achievement and self-perception: a cross-national analysis based on three waves of TIMSS data. Educational Research and Evaluation: An International Journal on Theory and Practice, 14, 87-100. doi:10.1080/13803610801896653
• Song, S., Perry, L. B., & McConney, A. (2014). Explaining the achievement gap between Indigenous and non-Indigenous students: an analysis of PISA 2009 results for Australia and New Zealand. Educational Research and Evaluation, 20, 178-198. doi:10.1080/13803611.2014.892432
• Stankov, L., Morony, S., & Lee, Y. P. (2014). Confidence: The best non-cognitive predictor of academic achievement? Educational Psychology, 34, 9-28. doi:10.1080/01443410.2013.814194
• Stuart, E. A. (2010). Matching methods for causal inference: A review and a look forward. Statistical Science, 25, 1–21. doi:10.1214/09-sts313
• Sullivan, A. L., & Field, S. (2013). Do preschool special education services make a difference in kindergarten reading and mathematics skills?: A propensity score weighting analysis. Journal of School Psychology, 51, 243-260. doi:10.1016/j.jsp.2012.12.004
• Temur, Ö. D. (2012). Analysis of prospective classroom teachers’ teaching of mathematical modeling and problem solving. Eurasia Journal of Mathematics, Science & Technology Education, 8(2), 83-93. doi:10.12973/eurasia.2012.822a
• Van de Vijver, F. J. R., & Hambleton, R. K. (1996). Translating tests: Some practical guidelines. European Psychologist, 1, 89-99.
• Van de Vijver, F. J. R., Hofer, J., & Chasiotis, A. (2010). Methodological aspects of cross-cultural developmental studies. In M. H. Bornstein (Ed.), Handbook of cross-cultural developmental science (pp. 21-37). Mahwah, NJ: Erlbaum.
• Van de Vijver, F. J. R., & Leung, K. (1997). Methods and data analysis of comparative research. Thousand Oaks, CA: Sage.
• Van de Vijver, F. J. R., & Poortinga, Y. H. (1997). Towards an integrated analysis of bias in cross-cultural assessment. European Journal of Psychological Assessment, 13, 29-37. doi:10.1027/1015-5759.13.1.29
• Van de Vijver, F. J. R., & Tanzer, N. K. (2004). Bias and equivalence in cross-cultural assessment: an overview. Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 54, 119-135. doi:10.1016/j.erap.2003.12.004
• Van Schilt-Mol, T. M. M. L. (2007). Differential Item Functioning en itembias in de CitoEindtoets Basisonderwijs [Differential Item Functioning and item bias in the CitoEindtoets Basisonderwijs]. Amsterdam, the Netherlands: Aksant.
• Von Secker, C. E., & Lissitz, R. W. (1999). Estimating the impact of instructional practices on student achievement in science. Journal of Research in Science Teaching, 36, 1110-1126.
• Walberg, H. J. (1981). A psychological theory of educational productivity. In: F. H. Farley & N.Gorden (Eds.), Psychology and education (pp. 81–108). Berkeley, CA: McCutchan.
• Walberg, H. J. (1984). Improving the productivity of America’s schools. EducationalLeadership, 41(8), 19–27.
• Walberg, H. J. (2004). Improving educational productivity: An assessment of extant research.The LSS Review, 3(2), 11-14.
• Wu. A. D., Li, Z., & Zumbo, B. D. (2007). Decoding the meaning of factorial invariance and updating the practice of multigroup confirmatory factor analysis: A demonstration with TIMSS data. Practical Assessment, Research and Evaluation, 12(3), 1-26.
• Young, D., Reynolds, A., & Walberg, H. J. (1996). Science achievement and educationalproductivity: A hierarchical linear model. Journal of Educational Research, 89, 272–287. doi:10.1080/00220671.1996.9941328

APA

ARIKAN, S., Van de Vijver, F., & Yagmur, K. (2016). Factors Contributing to Mathematics Achievement Differences of Turkish and Australian Students in TIMSS 2007 and 2011. Eurasia Journal of Mathematics, Science and Technology Education, 12(8), 2039-2059. https://doi.org/10.12973/eurasia.2016.1268a

Vancouver

ARIKAN S, Van de Vijver F, Yagmur K. Factors Contributing to Mathematics Achievement Differences of Turkish and Australian Students in TIMSS 2007 and 2011. EURASIA J Math Sci Tech Ed. 2016;12(8):2039-59. https://doi.org/10.12973/eurasia.2016.1268a

AMA

ARIKAN S, Van de Vijver F, Yagmur K. Factors Contributing to Mathematics Achievement Differences of Turkish and Australian Students in TIMSS 2007 and 2011. EURASIA J Math Sci Tech Ed. 2016;12(8), 2039-2059. https://doi.org/10.12973/eurasia.2016.1268a

Chicago

ARIKAN, SERKAN, Fons Van de Vijver, and Kutlay Yagmur. "Factors Contributing to Mathematics Achievement Differences of Turkish and Australian Students in TIMSS 2007 and 2011". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 8 (2016): 2039-2059. https://doi.org/10.12973/eurasia.2016.1268a

Harvard

ARIKAN, S., Van de Vijver, F., and Yagmur, K. (2016). Factors Contributing to Mathematics Achievement Differences of Turkish and Australian Students in TIMSS 2007 and 2011. Eurasia Journal of Mathematics, Science and Technology Education, 12(8), pp. 2039-2059. https://doi.org/10.12973/eurasia.2016.1268a

MLA

ARIKAN, SERKAN et al. "Factors Contributing to Mathematics Achievement Differences of Turkish and Australian Students in TIMSS 2007 and 2011". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 8, 2016, pp. 2039-2059. https://doi.org/10.12973/eurasia.2016.1268a