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year 15, Issue 8 (2nd Autumn 2026 2026)
Rooyesh 2026, 15(8): 1-4 |
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Pourhosein R. (2026). A Systematic Review Focusing on Psychological Factors in TIMSS and PIRLS (2000–2025). , Rooyesh. 15(8), 1-4.
URL: http://frooyesh.ir/article-1-7533-en.html
URL: http://frooyesh.ir/article-1-7533-en.html
Professor, Department of Cognitive Science, University of Tehran, Tehran, Iran. prhosein@ut.ac.ir , prhosein@ut.ac.ir
Abstract: (25 Views)
International assessment results (TIMSS and PIRLS) over the past two decades indicate that Iranian fourth- and eighth-grade students consistently score below the international average in mathematics, science, and reading, with notable declines in recent cycles. This study aimed to systematically review the trend of this decline between 2000 and 2025 and to analyze the psychological factors contributing to it. Following the PRISMA guideline, studies and official IEA reports published between 2000 and 2025 were searched, screened, and appraised according to predefined inclusion and exclusion criteria. Iranian eighth-grade TIMSS mathematics scores remained relatively stable but low (approximately 400–448) across 2003–2023, while fourth-grade mathematics dropped from 431 (2011) to 320 (2019). PIRLS reading scores declined from 457 (2011) to 413 (2021). Low academic self-efficacy and self-concept, mathematics anxiety, weak intrinsic motivation, and negative attitudes toward science emerged as the dominant psychological explanatory factors. Integrated educational and psychological interventions targeting motivation, self-efficacy, and attitudes—alongside reforms in teaching and assessment practices—are essential to reverse this trend.
Type of Article: systematic review |
Subject:
Educational Psychology
Received: 2026/07/3 | Accepted: 2026/08/3 | ePublished: 2026/11/1
Received: 2026/07/3 | Accepted: 2026/08/3 | ePublished: 2026/11/1
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