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1.
Gary N. Marks 《牛津教育评论》2013,39(1):122-144
Schools’ socioeconomic status (SES) has been claimed as an important influence on student performance and there are calls for a policy response. However, there is an extensive literature which for various reasons casts doubt on the veracity of school-SES effects. This paper investigates school-SES effects with population data from a longitudinal cohort of school students which includes achievement measures in Years 3, 5 and 7. Estimates for school-SES are unstable under differing model and measurement specifications. School-SES effects are trivial controlling for student- and school-level prior ability. Inconsistent with theoretical explanations, school-SES effects were stronger with weaker SES measures. Furthermore, school-SES effects differ somewhat by achievement domain. Also contrary to expectations, there were school-SES effects on Year 7 achievement in secondary school for the primary schools students attended in Year 5. In each of five domains of achievement, fixed effect models show a small negative effect for school-SES and a small positive effect for school-level prior ability. The large school-SES effects prominent in some research and policy literatures are statistical artefacts. 相似文献
2.
Value-added models and growth-based accountability aim to evaluate school??s performance based on student growth in learning. The current focus is on linking the results from value-added models to the ones from growth-based accountability systems including Adequate Yearly Progress decisions mandated by No Child Left Behind. We present a new statistical approach that extends the current value-added modeling possibilities and focuses on using latent longitudinal growth curves to estimate the probabilities of students reaching proficiency. The aim is to utilize time-series measures of student achievement scores to estimate latent growth curves and use them as predictors of a dichotomous outcome, such as proficiency or passing a high-stakes exam, within a single multilevel longitudinal model. We illustrated this method through analyzing a three-year data set of longitudinal achievement scores and California High School Exit Exam scores from a large urban school district. This latent variable growth logistic model is useful for (1) early identification of students at risk of failing or of those who are most in need; (2) a validation or/and adequacy of student growth over years with relation to distal outcome criteria; (3) evaluation of a longitudinal intervention study. 相似文献
3.
Joel J. Mintzes 《科学教学研究杂志》1982,19(9):789-794
This study examined relationships between student perceptions of teaching behavior and learning outcomes in college biology. One-hundred one students who enrolled in an introductory college biology course reported the frequencies of 20 overt, in-class teaching behaviors exhibited by the instructor and rated the instructor on 12 measures of teaching effectiveness. Achievement tests were administered periodically throughout the two-semester time interval. A series of simple correlations between teaching behavior factors and both achievement and student ratings revealed a complex pattern of relationships. Moderately strong relationships were found between student perceptions of “information-transmitting” behaviors and achievement, while generally stronger relationships linked behavior factors with student ratings of teaching effectiveness. 相似文献
4.
More empirical evidence is needed to answer the question of in what way a family's socioeconomic status (SES) affects student academic achievement, so this study explores the mediating role of cultural capital (CC) in the relationship between SES and student achievement, using the latest approach to testing mediating effects. The data sets from 14 economies in the Programme for International Student Assessment (PISA) 2009 were analysed. In general, the results supported the mediation effects of CC, and the mean of ratios of mediation effects to total effects was 23%. For the three frequently used indices of SES, parents’ occupations and education levels had larger impacts on student literacies than did family wealth possession. For most economies, objectified cultural capital (OCC) can explain the effects of all three SES indices on student literacies, but embodied cultural capital (ECC) can only explain the effects of parents’ occupations and education levels on student literacies. Whether for reading literacy, science literacy or mathematics literacy, CC theory is applicable in most economies. However, the mediating effects on reading and science literacies were higher than those on mathematics literacy. For different economies, the explanatory power of CC theory was also different. 相似文献
5.
Since the publication of the Coleman report in 1966, research on the role of schools in influencing student achievement relative to the role of family background has generated considerable interest and controversy. A large volume of international and comparative research has also been devoted to studying school effects on student achievement. Relatively few studies have examined international differences in the importance of schools in bridging achievement gaps based on socioeconomic status (SES). Using PISA 2012 data, this study examines the role of schools in bridging within-school SES gaps in achievement and compares findings across 61 countries. Contrary to prior research, we find that schools may have limited ability in bridging SES gaps that exist within schools. We also find that across all countries included in the study, specific factors such as the school’s learning environment and school context are not systematically associated with within-school SES gaps. 相似文献
6.
Previous studies have shown that both student and school socioeconomic status (SES) are strongly associated with student outcomes,
but less is known about how these relationships may vary for different students, schools and nations. In this study we use
a large international dataset to examine how student SES, school SES and self-efficacy are associated with mathematics performance
among 15-year-old students in Australia. We found that increases in school SES are consistently associated with substantial
increases in achievement in mathematics and this phenomenon holds for all groups, regardless of their individual SES. Furthermore,
our findings show that the association of school SES with maths achievement persists even when subject-specific self-efficacy
is taken into account. However, our findings also suggest modest differences among student groups disaggregated by these factors.
In particular, the association between maths achievement and school SES appears moderately stronger for students with higher
levels of self-efficacy compared with their peers with lower self-efficacy. Furthermore, among students with similar levels
of self-efficacy, the association between maths achievement and school SES tends to be stronger for lower SES students than
for their more privileged peers. From these findings, we highlight the importance of the Australian case for comparable systems
of education, and provide a discussion of policy implications and strategies for mitigating the influence of school socioeconomic
composition on academic achievement more generally. 相似文献
7.
We examined the incremental effect of academic interest on achievement beyond general cognitive ability and students’ background characteristics in five domains (math, German, biology, chemistry, and physics). We analyzed a nationally representative German dataset of 39,192 ninth-grade students and found a unique effect of interest over and above the other predictors across the five domains, both for class grades and standardized test scores. The effect was present between persons (in a given domain, students with higher interest showed higher achievement) and within persons (the same student showed a higher achievement in domains she/he was more interested in). The effects were stronger for grades than test scores and stronger in math than in other domains. The results emphasize the positive relation between interest and academic achievement in different domains. Furthermore, they expand the literature by emphasizing the role of the achievement measure and the domain as moderators of the interest–achievement relation and by showing that interest can predict both inter- and intraindividual variation in achievement. 相似文献
8.
This study aims to investigate how learning-relevant cognitive and motivational-affective characteristics, such as pre-knowledge and interest, are intrapersonally connected within students. This person-centered research thereby adds to prior findings by simultaneously analyzing student profiles in the domains of mathematics and German language arts on all school tracks within the German secondary school system. In a subsample of the German National Educational Panel Study involving 10,025 ninth-grade students, a latent profile analysis is conducted to identify student profiles. The results reveal five student profiles in German language arts (strong, struggling [motivation], struggling [cognitive], over,- underestimating) and five student profiles in mathematics (strong, struggling, over,- underestimating, average-uninterested). One of the student profiles, the underestimating student profile, is found most frequently in both domains (Ø32%). Students from higher school tracks, and especially females, are most often allocated to an underestimating profile in both domains. Lastly, the results indicate domain-specific student profiles. 相似文献
9.
Naomi Takashiro 《Educational Assessment, Evaluation and Accountability》2017,29(3):247-267
The author examined the simultaneous influence of Japanese middle school student and school socioeconomic status (SES) on student math achievement with two-level multilevel analysis models by utilizing the Trends in International Mathematics and Science Study (TIMSS) Japan data sets. The theoretical framework used in this study was Bronfenbrenner’s bioecological theory (Bronfenbrenner and Morris 1998). The data sets contained 4,856 students from 146 public and private middle schools. The results indicated that at the student level, different aspects of student SES (i.e., number of books, the possession of computers, paternal, and maternal educational achievements) were positively related to Japanese student math achievement. At the school level, two aspects of school SES (i.e., less populated schools and economically disadvantaged schools) were negatively related to Japanese student math achievement. None of the cross-level interactions were significant, but the random effect for the computer slope was significant. Although this study found both student and school SES effects on student achievement, the proportional reduction of prediction error explained by both student and school SES were was small, meaning the residual variances at student and school levels did not capture the majority of variance explained by math achievement. The implications of theoretical framework and educational policy are discussed. 相似文献
10.
Given the relatively high intercorrelations observed between mathematics achievement, reading achievement, and cognitive ability, it has recently been claimed that student assessment studies (e.g., TIMSS, PISA) and intelligence tests measure a single cognitive ability that is practically identical to general intelligence. The present article uses three lines of reasoning to show that the outcomes of schooling can and must be conceptually distinguished from the intelligence construct. First, the conceptual differences between student assessments and tests of cognitive ability are delineated. Second, results from construct validation studies providing strong empirical support for the multidimensionality of the achievement measures applied in large-scale educational assessments are reported. Third, data supporting the differential development of educational outcomes in different domains are presented. 相似文献
11.
《The Journal of educational research》2012,105(5):336-344
ABSTRACT The authors examined whether self-concept, self-efficacy, and self-esteem show differential predictive utility for academic achievement across age groups and domains. More specifically, the relationships of 3 self-constructs with achievement were examined in mathematics for elementary school students and mathematics and language arts for middle school students in Korea. Task value and test anxiety were hypothesized to mediate these relationships. Consistent with previous reports, domain-specific self-constructs such as self-efficacy and self-concept were better predictors of task value and achievement than was general self-esteem. Task value and test anxiety significantly mediated only the relationships of self-efficacy assessed by the Bandura-type scale to achievement. These domain-specific relationships tended to be stronger for middle school than elementary school students and in mathematics than language arts. 相似文献
12.
The present study builds on two strands of research: (1) the recently established generalized internal/external frame of reference (GI/E) model assuming social (comparing one’s achievement in one domain with the achievement of one’s peers in the same domain) and dimensional (comparing one’s achievement in one domain with one’s achievement in another domain) comparison processes in the formation of motivational constructs and self-perceptions, and (2) research on domain-specific facets of test anxiety. Using a sample of 5135 German seventh grade students, it is tested whether and how both comparison processes are involved in the formation of domain-specific facets of test anxiety when considering both the emotionality and worry components of test anxiety, and whether the relation between achievement and test anxiety is mediated through academic self-concept. When applying the GI/E model to test anxiety, the results showed negative relations between achievement and test anxiety within math and verbal (German) domains, but partially positive relations across domains. This pattern of relations emerged for both the worry and emotionality components while stronger achievement relations were found for worry. These findings indicate that dimensional achievement comparison processes operate in the formation of domain-specific test anxiety. Domain-specific academic self-concepts were found to mediate the relations between achievement and test anxiety within and across domains, the mediation being stronger for worry than for emotionality as an outcome. Boys and girls did not differ regarding direct and indirect relations among constructs. Implications for research on dimensional comparison processes and test anxiety are discussed. 相似文献
13.
This study investigated the multilevel dimensionality of socioeconomic status and its relationship to reading achievement in 23 countries. Different factor structures of SES were found at different levels’ observations and in different countries. The study showed that the cultural dimension strongly related to student reading performance, while the school general capital dimension explained a large part of the between-school reading achievement differences. Most interestingly, the factor relationship between SES and reading achievement at the school level varies greatly across countries. It was argued that these variations might be due to the differences in the centralized versus decentralized educational finance, tracking mechanism and some social characteristics in different countries. 相似文献
14.
Paweł Grygiel Michał Modzelewski Jolanta Pisarek 《European Journal of Psychology of Education - EJPE》2017,32(3):407-429
This study reports relationships between general academic self-concept and achievement in grade 3 and grade 5. Gender-specific effects were investigated using a longitudinal, two-cycle, 3-year autoregressive cross-lagged panel design in a large, representative sample of Polish primary school pupils (N?=?4226). Analysis revealed (a) reciprocal relations between general academic self-concept and achievement over time but the influence of prior achievement on self-concept was stronger; (b) on average, levels of both constructs declined over time; (c) gender differences were not observed in longitudinal relations (i.e. cross-lagged, autoregressive and intra-wave correlations); (d) girls demonstrated higher mean levels of academic achievement at both grades; and (e) average level of general academic self-concept was not gender differentiated in grade 3 but decreased more for girls. These results are discussed in the light of the theoretical and practical implications. 相似文献
15.
Daniel B. Hajovsky Kari A. Oyen Steven R. Chesnut Susan J. Curtin 《Psychology in the schools》2020,57(1):111-134
The relation between social dyadic variables such as teacher–student relationship quality (TSRQ) and student achievement have been well-documented within prior work; however, less research has focused on how TSRQ associates with achievement. We used longitudinal structural equation modeling to investigate the extent that teacher self-efficacy mediated the relationship between TSRQ and math achievement for 881 children in the National Institute of Child Health and Human Development Study. Teacher–student closeness had moderate to large positive effects on teacher self-efficacy, whereas teacher–student conflict had small to moderate negative effects on teacher self-efficacy, which then had small positive effects on math achievement. Closeness only had indirect effects on math achievement via teacher self-efficacy, whereas conflict had direct and indirect effects on math achievement. The results were consistent across grades, lending strength to the findings. This study provides researchers and practitioners evidence of an area that can be developed to potentially enhance student success in math. 相似文献
16.
This study explored the effects of an integrated video media curriculum enhancement on students' achievement and attitudes in a first-year general high school chemistry course within a multiculturally diverse metropolitan school district. Through the use of a treatment-control experimental design, approximately 450 students in Grades 9–12 were sampled on measures of chemistry achievement and attitude over the period of 1 academic year. The results revealed significantly higher achievement scores on standardized measures of achievement as well as on microunit researcher-designed, criterion-referenced quizzes for the treatment students who experienced a general chemistry course enhanced with an integrated use of a structured chemistry video series. Correlation of student achievement with logical thinking ability revealed that students with high levels of logical thinking ability benefited most from the video-enhanced curriculum. Treatment students also scored significantly higher than control students on the chemistry attitude instrument. These results along with qualitative supportive evidence suggest that this integrated video media curriculum intervention can positively affect student chemistry achievement and attitude across ability levels and across a diverse multicultural population. Furthermore, the data suggest that educational science video media in general, and the World of Chemistry video series in particular, are instructional tools that can be used effectively to bring the often abstract, distant worlds of science into close focus and within the personal meaningful realm of each individual student. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 617–631, 1997. 相似文献
17.
Hongli Li 《Assessment in Education: Principles, Policy & Practice》2016,23(4):473-494
Drawing on the programme for international student assessment 2009 US data-set, this study examines the relationship between formative assessment and students’ reading achievement using a structural equation modelling approach. We find that formative assessment is positively related to students’ reading achievement directly and indirectly (through teacher–student relationship and attitude towards reading) for all students. The direct relationship between formative assessment and reading achievement is significantly stronger for Black students than for White students, whether or not student socio-economic status (SES), gender and school mean SES are controlled for. The total relationship (the direct plus the indirect relationship) between formative assessment and reading achievement also appears to be stronger for Black students than for White students; however, the difference is not statistically significant whether or not we control for covariates. No significant difference is found between White and Hispanic students in terms of the direct and the total relationship between formative assessment and reading achievement. Using a nationally representative data-set, this study provides empirical evidence that formative assessment is positively related to students’ reading achievement in general. In addition, this study provides preliminary evidence to show the potential of formative assessment to help reduce achievement gaps between Black and White students. The implications and limitations of the study are also discussed. 相似文献
18.
Family and motivation effects on mathematics achievement: Analyses of students in 41 countries 总被引：4，自引：1，他引：3
This study examines family and motivation effects on student mathematics achievement across 41 countries. The Rasch estimates of PISA mathematics test scores and questionnaire responses of 107,975 15-year-old students were analyzed via multilevel analyses. Students scored higher in richer or more egalitarian countries; when living with two parents, without grandparents, with fewer siblings (especially fewer older siblings); with higher family SES, more books, cultural possessions, or cultural communication; or when they had greater interest in mathematics, more effort and perseverance, and higher self-efficacy or self-concept. Family structure effects were stronger in individualistic or richer countries. Richer countries showed stronger family cultural communication effects, suggesting stronger, intangible resource effects. 相似文献
19.
ABSTRACTWith the aid of longitudinal country-level data from five IEA TIMSS assessments (1995–2011), the current study addresses the issue of the globalisation of curricula and achievement. To explore the hypothesis of global convergence, we study performance in four subdomains of mathematics. Using regression with fixed effects for countries, we consider whether the variation of subdomain scores decreases globally over time. Additionally, we explore qualitative differences in performance profiles using latent class analysis. Our results provide little evidence for a global harmonisation of student achievement. Rather, for regions with a similar language and culture, we observe similar strengths and weaknesses in mathematics content areas. Furthermore, these patterns remain stable over time. Directions for future research include the exploration of global trends in aspects of attained curricula for other subjects, and the use of information on school achievement. 相似文献
20.
Given inconsistencies in the extant literature, achievement goal theory and research remain at an important crossroads, with ongoing questions about the conceptualization of achievement goals, measurement of achievement goals, and inferences made regarding achievement goal related findings. Using latent profile analysis, we explored how achievement goals vary across measures (PALS; Midgley et al., 2000 and AGQ-R; Elliot & Murayama, 2008) and domain (math vs. language arts) across a sample of primarily African American middle and high school students in the South. Main findings showed that the PALS and AGQ-R distinguish different profile goal-patterns, and that this is true across both the math and language arts domains. Not surprisingly, generally, students adopting more adaptive goal profiles (e.g., mastery or multiple) reported higher endorsement of cognitive engagement and social and academic future selves. Current findings support previous research observing disparate AGQ-R and PALS outcomes, adding evidence with domain-specific latent profiles. Given differences in profile patterns, findings suggest the instruments may be differentially tapping into goal perceptions. 相似文献