Socioeconomic status and wellbeing as predictors of students’ academic achievement: evidence from a developing country

2021 ◽  
pp. 1-19
Author(s):  
Cahit Erdem ◽  
Metin Kaya
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Developing Country ◽  
International Student ◽  
Linear Regression Analysis ◽  
Student Assessment ◽  
Multiple Linear Regression Analysis ◽  
Cross Sectional ◽  
Independent Variables ◽  
International Student Assessment

Abstract The COVID-19 pandemic has deepened the effects of socioeconomic status (SES) and wellbeing (WB) on students’ academic achievement, particularly in developing countries; thus, it becomes necessary to understand the nature of these concurrent relationships. This study aimed to explore the relationships between SES, WB and academic achievement, based on the data from the Programme for International Student Assessment (PISA) in 2018 within the Turkish context. In this cross-sectional study, we used hierarchical multiple linear regression analysis to explore how the independent variables predicted academic achievement in blocks based on data from 6890 students attending 186 schools. The study revealed that the model, including the independent variables, predicted students’ achievement in reading, mathematics and science; however, the prediction level of demographic factors and domains of WB were very low, while SES had the highest prediction level. The results offer insights into the predictors of academic achievement and educational inequalities in the context of a developing country.

scholarly journals HAPPINESS OF PREGNANT WOMEN AND CHILDREN'S ACADEMIC ACHIEVEMENTS VALUE IN KINDERGARTEN KHADIJAH

2021 ◽  
Vol 5 (4) ◽  
pp. 340
Author(s):  
Dian Lestari Hidayah ◽  
Nining Febriyana ◽  
Atika Atika
Keyword(s):  
Academic Achievement ◽  
Pregnant Women ◽  
International Student ◽  
Student Assessment ◽  
Rank Correlation ◽  
Cross Sectional ◽  
Academic Field ◽  
Biological Mothers ◽  
International Student Assessment ◽  
Demographic Questionnaire

Background: Indonesia's education ranked sixth bottom of the 2018 world rankings compiled by the Program for International Student Assessment (PISA). The value of academic achievement is an indicator of the quality of students in the academic field. One of the factors that influence achievement is children's intelligence. Child's intelligence is influenced by the happiness of his mother during pregnancy. This study aims to analyze the relationship between the happiness of pregnant women and the value of children's academic achievement in TK Khadijah Gedangan. Method: This type of research is an observational analytic study, using a cross sectional approach. The study population was all TK-A and TK-B students at TK Khadijah Gedangan and their biological mothers. The total sampling method was carried out according to the inclusion criteria and exclusion criteria. Collecting data using a demographic questionnaire and OHQ which was translated into Indonesian. SPSS software was used to test the Spearman rank correlation statistical test. Result: Obtained N = 54, significance value 0.514, correlation coefficient value -.091. Conclusion: The happiness of pregnant women is not related to the achievement scores of kindergarten children.Keywords: happiness, pregnant women, academic achievement 

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 The Influence of Family Wealth and Parent Education Level on Students� Reading Literacy

2019 ◽  
Vol 9 (1) ◽  
pp. 81-90
Author(s):  
Abu Nawas
Keyword(s):  
Regression Analysis ◽  
Parent Education ◽  
International Student ◽  
Family Background ◽  
Linear Regression Analysis ◽  
Student Assessment ◽  
Reading Literacy ◽  
International Student Assessment ◽  
Family Wealth ◽  
Education Levels

This study aims to examine the influence of family background factors in terms of family wealth and parent education levels on students reading performance in Indonesia. The study utilises secondary data from the OECDs Programme for International Student Assessment (PISA) 2015 for Indonesia, in which 6513 students participated. This also specifically highlights the analysis of family wealth and parent education levels in possibly predicting the students reading literacy in Indonesia. In analysing the data, a quantitative approach was used which utilised statistically different analysis such as t-test, one-way ANOVA, two-way ANOVA, correlation and multiple linear regression analysis using WesVar version 5.1 software.The result found there were significant different reading scores between students from different family wealth and parent education levels. The students from high family wealth performed better than they with middle and low wealthy. Likewise, the children with highly educated mother and father had high scores than students whose parents had low and did not complete primary school. Moreover, the result of correlation and regression analysis revealed that all predictor variables, WEALTH, MISCED and FISCED, significantly associate and predict better reading literacy performance of 15-year-old students in Indonesia for PISA 2015 survey. Therefore, the implications of the study highlight opportunities to reform educational policies through data and evidence.

Principals and Student Achievement

2018 ◽  
pp. 84-117 ◽  
Author(s):  
S. Marshall Perry ◽  
Karen M. Sealy ◽  
Héctor X. Ramírez-Pérez ◽  
Thomas C. DeNicola ◽  
Yair Cohen
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Instructional Leadership ◽  
Teaching And Learning ◽  
International Student ◽  
Student Assessment ◽  
School Context ◽  
School Level ◽  
International Student Assessment ◽  
Context Specific

Connections between principal leadership activities, school context, and student achievement are examined within this paper. Data for this quantitative study are from the 2013 Teaching and Learning International Survey (TALIS) and the 2012 Programme for International Student Assessment (PISA). The eight countries of examination participated in both the TALIS and PISA and the researchers merged datasets, yielding a study sample of 1,301 schools. This paper supports a context-specific view of instructional leadership. When looking across countries, the researchers found different practices were more strongly associated with the academic achievement of students, and suggest that school leaders have a meaningful overall relationship with academic achievement, both directly and indirectly. This study therefore supports prior research about the direct and indirect effects of instructional leadership. Further study, which accounts for differences in family academic resources and school-level opportunities to learn, will better illuminate the connection between instructional leadership practices and academic achievement.

Influence of Refugee Status Factors and Demographic Reporting on PISA Mathematics Scores in Germany

2019 ◽  
Vol 20 (1) ◽  
pp. 45-65
Author(s):  
Sam P.E. Hopp
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Refugee Status ◽  
Refugee Students ◽  
Mathematics Scores ◽  
Independent Variables ◽  
International Student Assessment ◽  
Pisa Data ◽  
Immigrant And Refugee ◽  
Negative Linear Relationship

The Programme for International Student Assessment (PISA) scores are a leading international measure of achievement. This study reviews German 2015 PISA data and imputes scores on income and time in nation to provide comparisons between native, immigrant and refugee students. This quantitative study uses cultural capital to explain the association of independent variables to PISA scores for students, revealing an unexpected negative linear relationship between those variables. The results and significance of this study may assist those involved in policy for refugee populations and inform the strategies of test protocols and measures in a new global student paradigm.

scholarly journals The Effect of Smoking and Respiration of Carbon Monoxide among Active Smokers in Palembang, Indonesia

2021 ◽  
Vol 16 (2) ◽  
Author(s):  
Rico Januar Sitorus ◽  
Imelda Gernauli Purba ◽  
Merry Natalia ◽  
Kraichat Tantrakarnapa
Keyword(s):  
Carbon Monoxide ◽  
Linear Regression ◽  
Multiple Linear Regression ◽  
Pearson Correlation ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
The Body ◽  
Cross Sectional ◽  
Independent Variables ◽  
Cross Sectional Design

Smoking leads to disease and disability as well as harm nearly every organ of the body. Furthermore, smoking of tobacco is known to cause pulmonary dysfunction and lead to complications, pain, or even death. This study aims to measure the risk factors for the respiration of carbon monoxide among smokers. A cross-sectional design was implemented by involving 156 smokers in Karyajaya Subdistrict, Palembang City. The dependent variable was carbon monoxide levels (ppm), while the independent variables were smoking frequency, duration, and the last period of smoking. The carbon monoxide levels (ppm) measured with a PiCO + Smokerlyzer® device from Bedfont Scientific Limited were the research tool and the independent variables of the questionnaire. The pearson Correlation and multiple linear regression were used for the analysis. The results of the multiple linear regression analysis revealed that smoking duration assessment is related to carbon monoxide respiration after controlling smoking frequency, the last period of smoking, and the distance of residence to sources of exposure. The smoker's respiration of carbon monoxide level was 72.5% influenced by the duration, frequency, last period of smoking, and distance of residence to sources of exposure. Reducing the frequency of smoking and stopping may prevent and control carbon monoxide respiration.

scholarly journals Can students themselves narrow the socioeconomic-status-based achievement gap through their own persistence and learning time?

2015 ◽  
Vol 23 ◽  
pp. 108 ◽  
Author(s):  
Haigen Huang
Keyword(s):  
United States ◽  
Socioeconomic Status ◽  
Achievement Gap ◽  
International Student ◽  
Linear Models ◽  
Student Assessment ◽  
The United States ◽  
Learning Time ◽  
International Student Assessment

Despite decades of educational reforms, the achievement gap based on socioeconomic status (SES) persists in the United States. Not only does the SES-based achievement gap persist, it has also been widening. This study focused on the role of students, hypothesizing that students might reduce the SES-based achievement gap by increasing their learning time and persistence. I used both ANOVA and two-level hierarchical linear models (HLM) to analyze the Program for International Student Assessment (PISA) United States data. The findings suggested that students viewing themselves to be persistent were likely to perform better than those viewing themselves to be less persistent. Also increased time learning in school was associated with increased achievement. However, high-SES students generally spent more time learning in school and viewed themselves to be more persistent. Thus learning time and persistence were not likely to address the SES constraint on achievement for a majority of low-SES students unless schools provided them extra classes and learning opportunities.

Principals and Student Achievement

2021 ◽  
pp. 1378-1404
Author(s):  
S. Marshall Perry ◽  
Karen M. Sealy ◽  
Héctor X. Ramírez-Pérez ◽  
Thomas C. DeNicola ◽  
Yair Cohen
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Instructional Leadership ◽  
Teaching And Learning ◽  
International Student ◽  
Student Assessment ◽  
School Context ◽  
School Level ◽  
International Student Assessment ◽  
Context Specific

Connections between principal leadership activities, school context, and student achievement are examined within this paper. Data for this quantitative study are from the 2013 Teaching and Learning International Survey (TALIS) and the 2012 Programme for International Student Assessment (PISA). The eight countries of examination participated in both the TALIS and PISA and the researchers merged datasets, yielding a study sample of 1,301 schools. This paper supports a context-specific view of instructional leadership. When looking across countries, the researchers found different practices were more strongly associated with the academic achievement of students, and suggest that school leaders have a meaningful overall relationship with academic achievement, both directly and indirectly. This study therefore supports prior research about the direct and indirect effects of instructional leadership. Further study, which accounts for differences in family academic resources and school-level opportunities to learn, will better illuminate the connection between instructional leadership practices and academic achievement.

Modeling Educational Inequalities: Class, Academic Achievement, and Regional Differences in Turkey

2017 ◽  
Vol 51 (5) ◽  
pp. 659-692 ◽  
Author(s):  
Ela Ataç
Keyword(s):  
Academic Achievement ◽  
International Student ◽  
Educational Achievement ◽  
Educational Inequality ◽  
Student Assessment ◽  
Entrance Examination ◽  
International Student Assessment ◽  
Regional Inequalities ◽  
Geographical Variations ◽  
National University

As it has been realized that education is a key to a long-term economic growth and to reducing social and economic disadvantages, educational inequality and its reflections in the geography have become some of the major issues in many countries. Turkey is in many ways a good example to analyze the relations between class, education, and regional inequalities where education is strongly a class-related issue and there has also been a strong dimension of “geography” as far as the educational provision and performance are considered. The purpose of the article is to contribute to two debates on the relation of education and inequality in Turkey. One is a specific and practical way of understanding about the effect of socioeconomic backgrounds of the students on their educational achievement. The other is an understanding on causal relations based on socioeconomic variables and geographical variations and how these lead to or indeed are partly caused by regional inequalities in Turkey. Using the datasets of PISA (Program for International Student Assessment) database, the datasets of National University Entrance Examination and Census, the article finds that for Turkish students where (the region and the place of residence) and with whom (socioeconomic qualifications of parents) they live are the powerful indicators of academic achievement.

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.

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