scholarly journals Dimensions of Digital Inequality Based on Pisa 2015 Data for Hungary

2019 ◽  
Vol 31 (4) ◽  
pp. 163-177
Author(s):  
Anikó Vincze
Keyword(s):  
Young People ◽  
International Student ◽  
Student Assessment ◽  
Digital Inequality ◽  
Organic Part ◽  
Second Nature ◽  
International Student Assessment ◽  
Ict Use ◽  
Ict Tools ◽  
Use Of The Internet

In the past ten years, use of ICT tools has become an integral part of everyday life among young people. Using these tools is second nature to these digital natives. It represents an organic part of their socialization. They make use of the Internet in countless areas and enjoy its benefits, just as they suffer the consequences of an online presence. ICT use among young people and its attendant effects on them can be studied in a number of areas. This study investigates features of dimensions of digital inequality developed by DiMaggio and Hargittai in the Hungarian subsample of the PISA2015 international student assessment, which includes students’ ICT use. The paper thus focuses on available ICT equipment, which is a particular aspect of autonomous use, knowledge of ICT use, social support for ICT use and patterns of purpose of use among 15-year-old students. The study first reviews the literature and research on modes of ICT use and digital inequality. It then outlines the data and methodology used in an analysis and provides a detailed report on the distribution of variables which can be interpreted as dimensions of digital inequality in the PISA survey.

scholarly journals Impact of Using ICT for Learning Purposes on Self-Efficacy and Persistence: Evidence from Pisa 2018

2021 ◽  
Vol 13 (11) ◽  
pp. 6463
Author(s):  
Rikito Hori ◽  
Makoto Fujii
Keyword(s):  
Online Education ◽  
Self Efficacy ◽  
International Student ◽  
Student Assessment ◽  
International Student Assessment ◽  
Ict Use ◽  
Global Pandemic ◽  
School Learning ◽  
The Impact ◽  
Out Of School

In recent years, the use of information and communication technology (ICT) has meant that learning is no longer limited to the school. In order to achieve Sustainable Development Goal (SDG) goal 4, that is, to ensure quality education for all, to make educational resources and online learning are indispensable, and to access these resources anytime, anywhere through the Internet. In addition, the global pandemic of COVID-19 has made online education more necessary than ever before. Where and how ICT is used may have an impact on the components of motivation, such as self-efficacy and persistence. In this study, we quantified the impact of ICT utilization on the two components of self-efficacy and persistence. The effects of ICT use on both components were analyzed from the data taken from the 2018 Program for International Student Assessment (PISA) administered to 15-year old students. The results revealed that students who frequently utilized ICT for the purpose of out-of-school learning, particularly for activities related to school projects, exhibited significantly higher levels of self-efficacy and persistence. The frequency of ICT usage for in-school learning revealed no effect on any of the two above components. In addition, utilization of ICT for recreational purposes outside of school showed significantly lower values in the area of persistence. These results indicate that it is important to set tasks that provide a continuum of ICT use, both in and out of school, in order to motivate learners. This has important implications for the design of learning in online education. Furthermore, it suggests that teachers should design exploratory type lessons that focus on strengthening students’ desire to learn outside of class.

scholarly journals Browsing the Web for School: Social Inequality in Adolescents’ School-Related Use of the Internet

SAGE Open ◽  
2019 ◽  
Vol 9 (2) ◽  
pp. 215824401985995 ◽  
Author(s):  
Maximilian Weber ◽  
Birgit Becker
Keyword(s):  
Social Inequality ◽  
International Student ◽  
Parental Education ◽  
Student Assessment ◽  
The Internet ◽  
Educational Inequalities ◽  
International Student Assessment ◽  
Proportional Odds Models ◽  
Use Of The Internet ◽  
At Home

This article examines whether social inequality exists in European adolescents’ school-related Internet use regarding consuming (browsing) and productive (uploading/sharing) activities. These school-related activities are contrasted with adolescents’ Internet activities for entertainment purposes. Data from the Programme for International Student Assessment (PISA) 2012 is used for the empirical analyses. Results of partial proportional odds models show that students with higher educated parents and more books at home tend to use the Internet more often for school-related tasks than their less privileged counterparts. This pattern is similar for school-related browsing and sharing Internet activities. In contrast to these findings on school-related Internet activities, a negative association between parental education and books at home is found with adolescents’ frequency of using the Internet for entertainment purposes. The implications of digital inequalities for educational inequalities are discussed.

Locating inclusion within the OECD’s assessment of global competence: An inclusive future through PISA 2018?

2021 ◽  
pp. 147821032110066
Author(s):  
Donella Cobb ◽  
Daniel Couch
Keyword(s):  
Social Justice ◽  
Young People ◽  
Market Economy ◽  
International Student ◽  
Student Assessment ◽  
Standardized Assessment ◽  
Global Competence ◽  
International Student Assessment ◽  
Competence Framework

In 2018, Programme for International Student Assessment (PISA) introduced an assessment of global competence to equip young people with the skills, knowledge, attitudes and values to create “an inclusive and sustainable world” (OECD, 2018 : 1). Throughout this article, we take the OECD seriously at their claims around inclusion. We look critically at the global competence framework to ask what PISA means by inclusion and trouble the idea that inclusion can function effectively within a global standardized assessment. We put Bernstein’s ( 2000 ) notion of recontextualization to work to demonstrate how inclusion takes on new meaning as it moves between each iteration of the global competence framework. We show how this recontextualization re-orientates inclusion from a social justice imperative toward supporting young people’s inclusion into a globalized market economy.

scholarly journals A global decline in adolescents’ subjective well-being: a comparative study exploring patterns of change in the life satisfaction of 15-year-old students in 46 countries

2020 ◽  
Author(s):  
Jose Marquez ◽  
Emily Long
Keyword(s):  
Life Satisfaction ◽  
Young People ◽  
International Student ◽  
Mental Health Problems ◽  
Immigrant Students ◽  
Student Assessment ◽  
Well Being ◽  
Subjective Well Being ◽  
Linear Regression Models ◽  
International Student Assessment

There is a growing body of research that demonstrates declines in subjective well-being and increases in mental health problems among children and young people in recent decades. However, there is little comparative research examining changes in adolescents’ life satisfaction (LS) across a large number of countries, and critically, how this differs across sociodemographic groups. This study addresses this question by investigating changes in the LS of 15-year-old students between 2015 and 2018, with particular attention given to differences by gender, socio-economic status, immigrant background and urbanity. Data for this study come from the Programme for International Student Assessment (PISA). Due to the skewed nature of LS scale variables, the current study includes both mean levels of LS in a 0 to 10 scale, and the proportion of students reporting low LS (5 points or less). Linear regression models were used. Results demonstrate a global decline in mean levels of LS in 39 out of the 46 countries. In most countries, mean LS declined more among girls than among boys. Mean LS declined more, and the proportion of students reporting low LS increased more, among non-immigrant students and those of higher SES in the majority of countries. Findings regarding rural or urban communities were mixed. We advise that heterogeneity across all sociodemographic groups needs to be accounted for in public policy efforts to increase LS among young people.

scholarly journals The Moderation Examination of ICT Use on the Association Between Chinese Mainland Students’ Socioeconomic Status and Reading Achievement

2019 ◽  
Vol 14 (15) ◽  
pp. 107 ◽  
Author(s):  
Ya Xiao ◽  
Jie Hu
Keyword(s):  
Socioeconomic Status ◽  
Reading Achievement ◽  
International Student ◽  
Student Assessment ◽  
Mainland China ◽  
Educational Equality ◽  
Moderation Effect ◽  
International Student Assessment ◽  
Ict Use ◽  
High Level

This study explores the moderation effect of the information and communication technology (ICT) on the association between students’ socioeconomic status and their reading achievement. In total, 9,596 samples of 15 years old from 268 schools in mainland China are drawn from the latest wave of the public database -- Program for International Student Assessment (PISA) 2015. This study applies the moderation model in multiple regression analysis to respectively analyze the moderation effect of 2 composite variables of students’ ICT use, i.e., ICT use for schoolwork and ICT use for leisure. Two significant results are reported: (1) stu-dents’ ICT use for schoolwork or for leisure can moderate the relationship be-tween their socioeconomic status and their reading achievement; (2) the high-level ICT use for schoolwork or for leisure may narrow the gap in students’ reading achievement caused by different socioeconomic status deduced from the buffer-ing moderation effect of the moderating variables. These findings might provide insights to future studies in educational equality promotion, infrastructure con-struction and pedagogy improvement in reading education.

scholarly journals A Global Decline in Adolescents’ Subjective Well-Being: a Comparative Study Exploring Patterns of Change in the Life Satisfaction of 15-Year-Old Students in 46 Countries

2020 ◽  
Author(s):  
Jose Marquez ◽  
Emily Long
Keyword(s):  
Life Satisfaction ◽  
Young People ◽  
International Student ◽  
Mental Health Problems ◽  
Immigrant Students ◽  
Student Assessment ◽  
Well Being ◽  
Subjective Well Being ◽  
Linear Regression Models ◽  
International Student Assessment

AbstractThere is a growing body of research that demonstrates declines in subjective well-being and increases in mental health problems among children and young people in recent decades. However, there is little comparative research examining changes in adolescents’ life satisfaction (LS) across a large number of countries, and critically, how this differs across sociodemographic groups. This study addresses this question by investigating changes in the LS of 15-year-old students between 2015 and 2018, with particular attention given to differences by gender, socio-economic status, immigrant background and urbanity. Data for this study come from the Programme for International Student Assessment (PISA). Due to the skewed nature of LS scale variables, the current study includes both mean levels of LS in a 0 to 10 scale, and the proportion of students reporting low LS (5 points or less). Linear regression models were used. Results demonstrate a global decline in mean levels of LS in 39 out of the 46 countries. In most countries, mean LS declined more among girls than among boys. Mean LS declined more, and the proportion of students reporting low LS increased more, among non-immigrant students and those of higher SES in the majority of countries. Findings regarding rural or urban communities were mixed. We advise that heterogeneity across all sociodemographic groups needs to be accounted for in public policy efforts to increase LS among young people.

Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students

2019 ◽  
Vol 24 (3) ◽  
pp. 231-242 ◽  
Author(s):  
Herbert W. Marsh ◽  
Philip D. Parker ◽  
Reinhard Pekrun
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Cross Cultural ◽  
Frame Of Reference ◽  
School Level ◽  
Self Concept ◽  
Positive Effects ◽  
International Student Assessment ◽  
Country Level ◽  
Starting School

Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.

Are There Test Administrator Effects in Large-Scale Educational Assessments?

Methodology ◽  
2007 ◽  
Vol 3 (4) ◽  
pp. 149-159 ◽  
Author(s):  
Oliver Lüdtke ◽  
Alexander Robitzsch ◽  
Ulrich Trautwein ◽  
Frauke Kreuter ◽  
Jan Marten Ihme
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Student Groups ◽  
Mathematics Scores ◽  
International Student Assessment ◽  
Sample Attrition ◽  
Educational Assessments ◽  
Test Administrator ◽  
Practical Implications

Abstract. In large-scale educational assessments such as the Third International Mathematics and Sciences Study (TIMSS) or the Program for International Student Assessment (PISA), sizeable numbers of test administrators (TAs) are needed to conduct the assessment sessions in the participating schools. TA training sessions are run and administration manuals are compiled with the aim of ensuring standardized, comparable, assessment situations in all student groups. To date, however, there has been no empirical investigation of the effectiveness of these standardizing efforts. In the present article, we probe for systematic TA effects on mathematics achievement and sample attrition in a student achievement study. Multilevel analyses for cross-classified data using Markov Chain Monte Carlo (MCMC) procedures were performed to separate the variance that can be attributed to differences between schools from the variance associated with TAs. After controlling for school effects, only a very small, nonsignificant proportion of the variance in mathematics scores and response behavior was attributable to the TAs (< 1%). We discuss practical implications of these findings for the deployment of TAs in educational assessments.

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