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1.
This article uses the data from the Programme for International Student Assessment (PISA) 2000 to examine whether the influence of family background on educational achievement is sensitive to different measures of the family’s socio-economic status (SES). The study finds that, when a multidimensional measure of SES is used, the family background has a stronger influence on achievement across countries than if the simpler measure of SES is used. The new measure, which incorporated aspects of parental occupation, education and cultural resources, was not biased towards more wealthy nations, Western nations, or urban population. However, when a proxy of wealth was included in the measure of SES, this reduced the other measured effects of family background on achievement in many countries.  相似文献   

2.
The present study ascertains the relationship between socioeconomic status (SES) and students' science self-efficacy using data involving 509,182 15-year-old students and 17,678 school principals in 69 countries/regions who participated in the Programme for International Student Assessment (PISA) 2015. Hierarchical linear modelling results show that, after controlling for science teachers' instructional practices (science class disciplinary climate, inquiry-based instruction, teachers' support, direct instruction, provision of feedback, instructional adaptation), school science resources and various student variables (gender, grade levels, type of school programme), SES was related to students' science self-efficacy in the majority of countries/regions (62–68 countries/regions, depending on the SES indicators used). Specifically, SES was related to students' science self-efficacy in a larger number of countries/regions when it was measured using home cultural resources, home educational resources or a composite indicator (economic, social and cultural status) than when it was measured using parental education levels or occupational status. In contrast, students' science self-efficacy was unrelated to the science teachers' instructional practices examined (except inquiry-based instruction) in most of the countries/regions. These results expand our understanding of students' science self-efficacy, as a type of learning motivation, from being a largely psychological attribute to one that is also influenced by social origins such as family SES. They imply that SES may have a larger influence on student achievement than we may have assumed if we include the indirect influence of SES on student achievement via students' self-efficacy.  相似文献   

3.
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   

4.
Extensive research has suggested that there is a large rural-urban student achievement gap in China. However, less is known about the effects of family background and parental expectations on student achievement. Using a large representative sample of Chinese eighth graders, this study examines these relationships. We find that: (1) Rather than a rural/urban hukou (household registration system) type, it is variation in family background, especially family socioeconomic status (SES), which plays a significant role in student achievement; (2) although factors of family background show different patterns of influence on Chinese, mathematics, and English achievement, maternal education and home educational resources are significantly positive predictors consistently across three subjects; (3) parental expectations are significantly and positively associated with Chinese, mathematics, and English achievement.  相似文献   

5.
Applying two-level structural equation modelling techniques, the current study examined the dimensionality of socio-economic status (SES) and its relationship with mathematics and science performance at student and school levels. Data were drawn from population 2 (13-year-olds) of 17 countries in the Third International Mathematics and Science study (TIMSS). A set of items about the ownership of household materials was used to measure the dimensions of SES. For most of the countries, a general economic dimension and a cultural dimension were identified at the student level. The cultural dimension had the greatest impact on students' mathematics and science achievement. At the school level, however, only a general economic dimension was found in most countries. This dimension was interpreted to represent community wealth. It was found to be highly related to school mean maths-science achievement, except for the countries where an additional cultural dimension is identified. This cultural dimension can be interpreted as the community cultural resources and atmosphere, and is strongly related to average school mathematics and science achievement. The current study confirmed that the ownership of a set of household materials can be used as SES indicators in exploring its multifaceted feature at both individual and school levels. A similar model structure is found in different countries by applying these indicators, despite the fact that the content of the set of household possessions is different. The findings show that the latent structure of SES at individual level is different from that at the school level, and that SES dimensions have different effects on mathematics and science achievement at individual and school levels.  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 utilised four waves of TIMSS data in addition to the information we have collected on countries’ educational systems to examine whether different degrees of standardisation, differentiation, proportion of students in private schools and governmental spending on education influence students’ math achievement, its variation and socioeconomic status (SES) gaps in math achievement. A higher level of standardisation of educational systems was associated with higher average math achievement. Greater expenditure on education (as a percentage of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by the Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that a higher level of standardisation alleviates the negative effects of differentiation in the systems with more rigid tracking.  相似文献   

8.
Socioeconomic status (SES) has been found to moderate the influence of genes and the environment on cognitive ability, such that genetic influence is greater when SES is higher, and the shared environment is greater when SES is lower, but not in all Western countries. The effects of both family and school SES on the heritability of literacy and numeracy in Australian twins aged 8, 10, 12, and 14 years with 1,307, 1,235, 1,076, and 930 pairs at each age, respectively, were tested. Shared environmental influences on Grade 3 literacy were greater with low family SES, and no other moderating effects of SES were significant. These findings are contrasted with results from the United States and the United Kingdom.  相似文献   

9.
This study was designed to investigate the effects of specific variables on the math achievement of 5th-grade children. It involved a random sample of 373 families (parents and children) from a larger pool of 685 families residing in Bangkok, Thailand. We utilized Walberg's productivity model by analyzing the interconnections among a diverse set of family prcesse, family structure, and SES variables within the home environment section of the model. Campbell's differential socialization paradigm was used to analyze the gender differences. The results of the study show that certain family processes (support and intellectual resources) had positive effects on math achievement, while other processes (excessive pressure and help) had negtive effects. Another key finding is that Walberg's home environment factor was found to contain a mix of SES, family structure variables, and family processes. These variables have strong effects on children's overall academic achievement, academic self-concepts, and math achievement. The SES variables were found to be especially important in Thailand. The authors propose the establishment of parent training programs, particularly for low SES families, as a way to increase children's math achievement, aspirations, and future job expectations.  相似文献   

10.
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   

11.
Using a structural equation model, this research study investigated the mathematics achievement of 8th grade students in Cyprus enrolled in the year 1994–1995. The model contained 2 exogenous constructs – the educational background of the family and the reinforcement from mother, friends and the individual himself; and 5 endogenous constructs – socioeconomic status (SES), and student attitudes toward mathematics, teaching, school climate, and beliefs related to success in mathematics. The study demonstrated that although attitudes, teaching, and beliefs had direct effect on mathematics outcomes, they were not statistically significant. It was also found that family educational background directly affected SES, attitudes toward mathematics, school climate and beliefs related to success in mathematics. Reinforcement exerted a direct effect on attitudes, teaching and beliefs regarding success. There was also evidence that SES directly affects school climate and that teaching directly affects attitudes toward mathematics.  相似文献   

12.
Although it is well established that school characteristics (SCH) and socio‐economic status (SES) are associated with academic achievement (ACH), these correlations are not necessarily causal. Because academic achievement shows substantial genetic influence, it is useful to embed such investigations in genetically sensitive designs in order to examine environmental influences more precisely by controlling genetic influence on ACH. In the first study of this kind for academic achievement, data were collected for 1,063 same‐sex pairs of seven‐year‐old MZ and DZ twins for teacher‐assessed ACH, UK statistics on SCH, and parent‐reported SES. Exclusive of genetic influence on school achievement, shared environment (environmental influences that make siblings similar) accounts for 12% of the variance in academic achievement. SCH accounts for 17% and SES accounts for 83% of this shared environmental variance. Exclusive of genetic and shared environmental influence including SCH and SES, nonshared environment (environmental influences that do not make siblings similar) accounts for 19% of the variance in academic achievement. The importance of nonshared environmental influences on academic achievement leads to the question of what these child‐specific experiences might be that are not shared by children in the same family, school, and classroom.  相似文献   

13.
Social support and socioeconomic status (SES) have received considerable attention in explaining academic achievement and the achievement gap between students with ethic majority and immigrant background, and between boys and girls. Using a Structural Equation Modeling approach we examine (1) if there exist a gap in school achievements between these groups, (2) whether social support and SES is associated with achievements across these groups, (3) whether social support is associated with achievements after controlling for SES, and (4) whether achievement gaps are explained by group differences in social support and SES. Self-reported cross-sectional survey and register data from 8,574 10th graders in Norway was employed. Although we found group differences in achievements, and direct associations with social support and SES, we found no group differences in these associations. Controlling for SES and other sources of social support, teachers' support remained a significant positive influence on students' school outcomes.  相似文献   

14.
Using the 2000 and 2009 waves of Program for International Student Assessment (PISA) data, we examined the relationships between family socio-economic status (SES), cultural capital, and reading achievement among students in five post-socialist Eastern European countries while comparing the findings with three Western bench-marking countries. Findings: In all studied countries, higher-SES students possessed higher levels of cultural capital and exhibited higher reading achievement. Cultural capital was uniformly positively associated with reading achievement. We found the least stratification by SES in Russia both in the distribution of cultural capital and reading achievement. The findings provide no evidence of the overall decline of the importance of cultural capital over time; most of the associations between cultural capital measures and reading achievement remained stable across the waves. Between-country variation in the findings does not indicate East–West divide (with the exception of Russia).  相似文献   

15.
This monograph summarizes parallel studies conducted in five countries: the Republic of China, Japan, Greece, Thailand, and the United States. The main focus of the five studies was to determine the causal linkages among socio-economic status (SES) variables, family processes, and school variables on mathematics achievement. This chapter contains information about the two theoretical frameworks used for these studies.  相似文献   

16.
Background: Recent effectiveness studies have investigated the relationship between two dimensions of effectiveness – namely, quality and equity. Specifically, the question of whether effective schools can also reduce the initial differences in student outcomes attributed to student background factors has been examined. In this context, the Dynamic Approach to School Improvement (DASI) makes use of theory and the research findings of effectiveness studies to try to improve school effectiveness in terms of quality and equity.

Purpose: This study aimed to examine whether the implementation of DASI in primary schools in socially disadvantaged areas in four European countries (Cyprus, England, Greece and Ireland) was able to promote student learning outcomes in mathematics and to reduce the impact of student background factors on student achievement in mathematics.

Design and methods: A sample of 72 primary schools across the four countries was randomly split into experimental and control groups. At the beginning and at the end of the school year, mathematics tests were administered to all students of Grades 4–6 (n = 5560; student ages 9–12 years). The experimental group made use of DASI. Within-country multilevel regression analyses were conducted to evaluate the impact of the intervention and search for interaction effects between the use of DASI and student background factors on final achievement.

Results: In each country, the experimental group achieved better results in mathematics than the control group. At the beginning of the intervention, the achievement gap based on socio-economic status (SES) was equally large in the experimental and the control groups. Only in the experimental group did the achievement gap based on SES become smaller. However, DASI was not found to have an effect on equity when the equity dimension was examined by focusing on the achievement gap based on either gender or ethnicity.

Conclusions: Implications of findings are drawn and the importance of measuring equity in terms of student achievement gaps based on different background factors, rather than only on SES, is emphasised. We propose the evaluation of the impact of interventions on promoting equity by the use of various criteria.  相似文献   

17.
This study examines direct and indirect effects of family socioeconomic status (SES) and parental expectations on adolescents’ mathematics and problem-solving achievement in mainland China. SES here is composed of family wealth, home educational resources, and parental education. Over 5,000 ninth-grade students in 5 geographical districts of China participated in the study and were assessed by using the items adapted from the Programme for International Student Assessment (PISA). Results from structural equation modelling indicated that 2 components of SES – home educational resources and parental education – positively predicted parental expectations; however, the 3rd component – family wealth – negatively predicted parental expectations. Family wealth, parental education, and parental expectations significantly predicted mathematics achievement, and home educational resources, parental education, and parental expectations significantly predicted problem-solving achievement. The 3 components of SES also had significant indirect effects on both mathematics and problem-solving achievement through parental expectations, and the effect of family wealth was a suppression effect. These results were further discussed from Chinese cultural contexts.  相似文献   

18.
We indicate the size of family background effects in Sweden, Finland, and Estonia – countries that differ in both the rhetoric and extensiveness of the system-level school choice policies. Family background effect is defined as the dependence of student achievement on family background characteristics, such as parental education, income, and social status. The number of books at home is used as a proxy when operationalising family background, and its effect is measured as a percentage of individual-level PISA scores. Fixed-effect regression results reveal that family background remains a powerful determinant in the educational results of 15-year-old students in all three cases, being largest in Sweden. Furthermore, we show how the family background effect is moderated by school-level choice policy, that is, how students and schools are matched. The analysis reveals that zoning policies have statistically significant negative effects on the impact of the family background effect, independent of country-level policies.  相似文献   

19.
We estimated the invariance of educational achievement (EA) and learning attitudes (LA) measures across nations. A multi-group confirmatory factor analysis was used to estimate the invariance of educational achievement and learning attitudes across 55 nations (Programme for International Student Assessment [PISA] 2006 data, N?=?354,203). The constructs had the same meaning (factor loadings) but different scales (intercepts). Our conclusion is that comparisons of the relationships between educational achievement and learning attitudes across countries need to take into consideration two sources of variability: individual differences of students and group differences of educational systems. The lack of scalar invariance in EA and LA measures means that the relationships between EA and LA may have a different meaning at the level of nations and at the student level within countries. In other words, as PISA measures are not invariant in scalar sense, the comparisons across countries with nationally aggregated scores are not justified.  相似文献   

20.
A multilevel mediated regression model was fit to Programme for International Student Assessment achievement, strategy use, gender, and family‐ and school‐level socioeconomic status (SES). Two metacognitive strategies (i.e., understanding and summarizing) and one learning strategy (i.e., control strategies) were found to relate significantly and positively to achievement. These strategies were used more by females and students attending higher SES schools. In contrast, males and students attending lower SES schools tended to use a greater number of learning strategies that did not relate to achievement, including memorization and elaboration. In addition, the strategies that did not relate to achievement were used more frequently by students from higher SES families. The findings suggest that schools, as opposed to families, may be the primary vehicle for developing effective strategy use practices for students and thus, targeted interventions may be particularly useful for male students attending low SES schools.  相似文献   

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