[[abstract]]This study made use of data of Taiwan, Singapore, Japan, Korea, United States, Italy, and Chile in TIMSS 1999 to compare the relationships of the characteristics and science achievements among seven countries, to find out the strong predictors related to science achievements from 27 student characteristics. Major findings were as follows: (A) Students of Taiwan, Singapore, Japan, Korea, United States, Italy, and Chile had nine common characteristics, including: (1) before going to school or after school, students did not attend science or mathematics clubs; (2) each student had a calculator at home; (3) each student had a personal desk at home; (4) each student had a dictionary at home; (5) each student thought that his mother thought that doing well in science at school was important; (6) each student thought that doing well in science at school was important; (7) each student thought to have leisure time was important; (8) it was necessary to study hard for good grades at home; and (9) each student had taken science courses this year. (B) There were eight common factors which explained 54% variance of science achievement. (C) Japan and Korea had the same first five high correlated variables, and Singapore was similar to the United States in the four high correlated variables. (D) With R square changes above .01, there were 6-10 student characteristics counting for science achievements for seven countries by 35%~48% in variance. (E) Student characteristics of Taiwan were different from student characteristics of Japan, Korea, and Singapore. Taiwan, Singapore, Japan, and Korea had different strong predictors in students’ science achievement, however, all four countries were ranked top compared to other counties. It was suggested that scholars from different countries work together to study educational assessment system, students’ values and culture characteristics of each country, and to find out the possible reasons that influence students’ science achievements.
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