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 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 

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 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.

scholarly journals Comparing Students’ Engagement in Classroom Education Between China and Germany

2021 ◽  
Vol 12 ◽  
Author(s):  
Shu Deng
Keyword(s):  
Academic Success ◽  
Student Engagement ◽  
Classroom Environment ◽  
International Student ◽  
Educational Achievement ◽  
Student Assessment ◽  
Learner Engagement ◽  
Cross Sectional ◽  
International Student Assessment ◽  
The Uk

Since the mid-1980s, there has been an academic shift toward students’ involvement in the learning process. A great number of studies have focused on the relationship between student engagement and educational achievement. They have highlighted that appropriate educational input and a supportive classroom environment are necessary, but optimum learning should occur when students are engaged with the curriculum as well as the institution, particularly in higher education institutions. Many scholars claimed that higher levels of engagement will help students deal with academic anxiety and develop a sense of belonging, which may lead to higher academic success. Educational experts and policymakers have begun to propose nationwide and international strategies and programs to promote student engagement in the classroom, which has led to the proposal of well-known programs such as the National Survey of Student Engagement, the UK Engagement Survey, and Program for International Student Assessment. Such engagement-centered international measures have been used across the globe (e.g., Germany) and translated into different languages (e.g., Chinese). Although the findings of relevant studies confirm the effectiveness of engagement on learning achievement, there is still the need to conduct further (cross-sectional) studies considering the implementation of such programs in a different context. The present study is an attempt to review the related literature regarding student engagement among Chinese and German students across a variety of disciplines. The findings suggest that researchers should devote more time and budget to investigate the significance of learner engagement, especially in Germany and China.

scholarly journals Grade repetition and bullying victimization in adolescents: A global cross-sectional study of the Program for International Student Assessment (PISA) data from 2018

PLoS Medicine ◽  
2021 ◽  
Vol 18 (11) ◽  
pp. e1003846
Author(s):  
Qiguo Lian ◽  
Chunyan Yu ◽  
Xiaowen Tu ◽  
Minglin Deng ◽  
Tongjie Wang ◽  
...  
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Cross Sectional Study ◽  
Bullying Victimization ◽  
Sectional Study ◽  
Grade Repetition ◽  
Cross Sectional ◽  
International Student Assessment ◽  
The Past ◽  
Being Bullied

Background Grade repetition is practiced worldwide and varies considerably across the globe. Globally, around 32.2 million students repeated a grade at the primary education level in 2010. Although a large body of research has documented grade repetition’s academic and non-academic effects, the limited evidence on associations between grade repetition and school bullying is inconsistent and ambiguous. This study aimed to investigate the global association of grade repetition with bullying victimization in a large-scale school-based cross-sectional study. Methods and findings We used the latest global data from the Program for International Student Assessment (PISA) 2018. PISA 2018 was conducted between March and August 2018 in 80 countries and economies among students aged 15–16 years attending secondary education. The students reported their experiences of repeating a grade at any time point before the survey and of being bullied in the past 12 months. The outcome measures were 6 types of bullying victimization. We accounted for the complex survey design and used multivariate logistic regression models to estimate the odds ratios (ORs) with 95% confidence intervals (CIs) of grade repetition with bullying victimization after adjusting for potential confounders (sex; age group; migrant status; school type; economic, social, and cultural status; and parental emotional support). This study included 465,146 students (234,218 girls and 230,928 boys) with complete data on grade repetition and bullying victimization in 74 countries and economies. The lifetime prevalence of grade repetition was 12.26%, and 30.32% of students experienced bullying at least a few times a month during the past 12 months. Grade repetition was statistically significantly associated with each type of bullying victimization. The OR (95% CI) of overall bullying victimization for grade repeaters compared with their promoted peers was 1.42 (95% CI 1.32–1.52, p < 0.001). The sex-specific analysis produced similar results in both boys and girls. Furthermore, girls who repeated a grade had higher risks of being made fun of, being threatened, having possessions taken away, and being pushed around than boys. The major limitation is that this study only included students attending schools and therefore may be subject to possible selection bias. In addition, the cross-sectional design hinders us from establishing causality between grade repetition and bullying victimization. Conclusions In this study, we observed that, globally, both boys and girls who repeat a grade are at increased risk of being bullied compared with promoted peers, but girls may experience higher risks than boys of specific types of bullying associated with repeating a grade. These findings provide evidence for the association of grade repetition with bullying victimization. Sex differences in risk of experiencing some types of bullying suggest that tailored interventions for girls who repeat a grade may be warranted.

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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