scholarly journals A PISA-2015 Comparative Meta-Analysis between Singapore and Finland: Relations of Students’ Interest in Science, Perceived ICT Competence, and Environmental Awareness and Optimism

2019 ◽  
Vol 16 (24) ◽  
pp. 5157 ◽  
Author(s):  
Pei-Yi Lin ◽  
Ching Sing Chai ◽  
Morris Siu-Yung Jong
Keyword(s):  
International Student ◽  
Meta Analysis ◽  
Environmental Awareness ◽  
Student Assessment ◽  
Information And Communications Technology ◽  
Interest In Science ◽  
International Student Assessment ◽  
Country Level ◽  
Ict Competence ◽  
Negative Predictor

The aim of the present study is twofold: (1) to identify a factor structure between variables-interest in broad science topics, perceived information and communications technology (ICT) competence, environmental awareness and optimism; and (2) to explore the relations between these variables at the country level. The first part of the aim is addressed using exploratory factor analysis with data from the Program for International Student Assessment (PISA) for 15-year-old students from Singapore and Finland. The results show that a comparable structure with four factors was verified in both countries. Correlation analyses and linear regression were used to address the second part of the aim. The results show that adolescents’ interest in broad science topics can predict perceived ICT competence. Their interest in broad science topics and perceived ICT competence can predict environmental awareness in both countries. However, there is difference in predicting environmental optimism. Singaporean students’ interest in broad science topics and their perceived ICT competences are positive predictors, whereas environmental awareness is a negative predictor. Finnish students’ environmental awareness negatively predicted environmental optimism.

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.

A Note on Construct Validity of the Anchoring Method in PISA 2012

2017 ◽  
Vol 36 (7) ◽  
pp. 709-724 ◽  
Author(s):  
Lazar Stankov ◽  
Jihyun Lee ◽  
Matthias von Davier
Keyword(s):  
Academic Achievement ◽  
Construct Validity ◽  
International Student ◽  
Student Assessment ◽  
Achievement Scores ◽  
Individual Level ◽  
Anchoring Vignettes ◽  
International Student Assessment ◽  
Pisa 2012 ◽  
Country Level

We examine construct validity of the anchoring method used with 12 noncognitive scales from the Programme for International Student Assessment (PISA) 2012 project. This method combines individuals’ responses to vignettes and self-rated scores based on Likert-type items. It has been reported that the use of anchoring vignettes can reverse country-level correlations between academic achievement scores and noncognitive measures from negative to positive, and therefore align them with the typically reported individual-level correlations. Using the PISA 2012 data, we show that construct validity of this approach may be open to question because the anchored scales produce a different set of latent dimensions in comparison with nonanchored scales, even though both scales were created from the same set of individual responses. We also demonstrate that only one of three vignettes may be responsible for the resolution of the “paradox” highlighting that the choice of vignettes may be more important than what was previously reported.

scholarly journals Scientific Media Dieting and Students Awareness and Expectations about the Environmental Issues of Deforestation and Species Extinction in the Middle East and North America: An Integrated cross Cultural Ecologic-Economic Analysis

2018 ◽  
Author(s):  
Ibrahim Niankara
Keyword(s):  
North America ◽  
Middle East ◽  
International Student ◽  
Environmental Awareness ◽  
Student Assessment ◽  
Environmental Issues ◽  
Cross Sectional Survey ◽  
Species Extinction ◽  
Cross Sectional ◽  
International Student Assessment

This study inscribes itself in the global discussion about the issue of environmental awareness, beliefs and behaviors. Here we focus on the role that cultural differences and scientific media dieting play in explaining heterogeneities in students' awareness and expectations about the two environmental issues of deforestation and species (plant and animal) extinction in the Middle East and North America. To this end, we use the cross-sectional survey data of the OECD's Program for International Student Assessment (PISA) 2015, along with seemingly unrelated Bi-variate ordered Probit modeling techniques. The results show that compared to their North American Counterparts, students' in the Middle East are 14.2% less aware of, and 14.5% less optimistic about the issue of deforestation, while 38.9% less aware of, and 59.0% less optimistic about the issue of species extinction. In addition, we found that science club attendance and broad science reading in books are the two most effective communication media for raising students awareness about the two environmental issues. In fact, every one level increase in students' awareness is found to raise their optimism by 20.4% for the issue of deforestation, and 15.0% for the issue of plant and animal extinction. Therefore raising young people environmental awareness and optimism through proper communication strategies, could be invaluable for achieving an economic development in line with our need to preserve the natural environment and ecosystem services for generations to come.

scholarly journals Trends in International PISA Scores over Time: Which Countries Are Actually Improving?

2019 ◽  
Vol 8 (8) ◽  
pp. 231 ◽  
Author(s):  
Kristie J. Rowley ◽  
Shelby M. McNeill ◽  
Mikaela J. Dufur ◽  
Chrisse Edmunds ◽  
Jonathan A. Jarvis
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Accurate Assessment ◽  
Policy Decisions ◽  
International Student Assessment ◽  
Country Level ◽  
Form Of Government ◽  
Using Data ◽  
Over Time

Many countries attempt to increase their Program for International Student Assessment (PISA) rankings and scores over time. However, despite providing a more accurate assessment of the achievement-based improvements across countries, few studies have systematically examined growth in PISA scores over multiple assessments. Using data from the 2006, the 2009, and the 2012 PISA, we analyzed which countries experienced significant increases in their country-level average PISA scores between 2006 and 2012. To facilitate improved policy decisions, we also examined what country-level conditions were associated with such increases. Contrary to expectations, we found that few countries significantly increased their PISA scores over time. Countries that did experience meaningful improvements in PISA scores were more likely to have had lower PISA scores in 2006 and experienced country-level foundational advancements more recently, such as advancing to a more democratic form of government and/or a higher income classification.

Nonlinear Effects of Cognitive Ability on Economic Productivity

2018 ◽  
Vol 39 (1) ◽  
pp. 39-47 ◽  
Author(s):  
Thomas R. Coyle ◽  
Heiner Rindermann ◽  
Dale Hancock ◽  
Jacob Freeman
Keyword(s):  
Cognitive Ability ◽  
International Student ◽  
Student Assessment ◽  
Nonlinear Effects ◽  
Economic Productivity ◽  
Positive Effects ◽  
International Student Assessment ◽  
Country Level ◽  
Student Assessments ◽  
Ability Levels

Abstract. Cognitive capitalism theory argues that the positive effects of cognitive ability on economic productivity should increase nonlinearly, with increases in ability amplifying increases in productivity. The theory was tested using country-level indicators of cognitive ability and productivity. Cognitive ability was based on international student assessments (e.g., Program for International Student Assessment, PISA), and productivity was based on economic inputs (e.g., scientific achievements and competitiveness) and outputs (e.g., gross domestic product). As predicted, the effects of cognitive ability on all productivity measures increased nonlinearly at higher levels of ability, suggesting that higher ability levels disproportionately boost a nation’s productivity. The findings are discussed in light of standard theories of cognitive ability (e.g., Spearman’s law of diminishing returns and differentiation theories), and suggest that interventions that boost cognitive ability can have large, amplifying effects on economic productivity.

scholarly journals The Influence of Foreign-born Population on Immigrant and Native-born Students’ Academic Achievement

2019 ◽  
Vol 5 ◽  
pp. 237802311984525 ◽  
Author(s):  
Florencia Silveira ◽  
Mikaela J. Dufur ◽  
Jonathan A. Jarvis ◽  
Kristie J. Rowley
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
International Student ◽  
Immigrant Students ◽  
Student Assessment ◽  
Immigrant Status ◽  
Foreign Born ◽  
International Student Assessment ◽  
Country Level ◽  
The Relationship

With recent increases in international migration, some political and academic narratives argue for limiting migration because of possible negative effects on the host country. Among other outcomes, these groups argue that immigrant students have an impact on education, negatively affecting native-born students’ academic performance. The authors contextualize the relationship between immigrant status and academic achievement by considering a macro social setting: country-level foreign-born population. The authors examine achievement from the 2015 Programme for International Student Assessment in 41 high-income countries. The authors use within- and cross-level interactions to examine (1) the relationship between immigrant status and academic achievement, (2) the moderating effect of student socioeconomic status on achievement, and (3) how country-level foreign-born population affects both immigrant and native-born students’ performance. The findings indicate that immigrant students perform similarly to native-born students when considering other contextual factors, with socioeconomic status moderating the effect of immigrant status. Furthermore, all students, immigrant and nonimmigrant students alike, benefit academically from more immigration.

scholarly journals Testing and Explaining Differences in Common and Residual Factors Across Many Countries

2016 ◽  
Vol 48 (1) ◽  
pp. 75-92 ◽  
Author(s):  
Suzanne Jak
Keyword(s):  
Factor Analysis ◽  
Measurement Invariance ◽  
International Student ◽  
Factor Model ◽  
Student Assessment ◽  
Measurement Instrument ◽  
Well Being ◽  
Residual Variance ◽  
International Student Assessment ◽  
Country Level

To make valid comparisons across countries, a measurement instrument needs to be measurement invariant across countries. The present article provides a nontechnical exposition of a recently proposed multilevel factor analysis approach to test measurement invariance across countries. It is explained that strong factorial invariance across countries implies equal factor loadings across levels and zero residual variance at the country level in a two-level factor model. Using two-level factor analysis, the decomposition of the variance at each level can be investigated, measurement invariance can be tested, and country-level variables can be added to explain differences in the common or residual factors. The approach is illustrated using two examples. The first example features data about well-being from the European Social Survey and the second example uses data about mathematical ability from the Programme for International Student Assessment (PISA) study. The input-files and annotated output-files for both examples are provided in the supplementary files.

scholarly journals Benchmarking London in the PISA rankings

2016 ◽  
Author(s):  
John Jerrim ◽  
Gill Wyness
Keyword(s):  
Academic Achievement ◽  
Confidence Interval ◽  
International Student ◽  
Student Assessment ◽  
International Study ◽  
Future Research ◽  
World Cities ◽  
International Student Assessment ◽  
Country Level ◽  
City State

The Programme for International Student Assessment (PISA) is an important international study of 15-year-olds' academic achievement. Although PISA has traditionally been used to draw comparisons across countries, there is growing interest in the production of regional (i.e. city, state, or provincial level) results. In this paper we present the first attempt to benchmark London in the PISA rankings. Pooling data across the 2009 and 2012 survey waves, we estimated a 95 per cent confidence interval for London's mathematics, reading, and science PISA scores. These are compared not only to country-level averages, but also to the scores of other major world cities and states. The paper concludes by discussing how these results should be interpreted, and possible directions for future research.

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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