Breakfast Consumption and Academic Achievement Among Chinese Adolescents: A Moderated Mediation Model

The studies have shown that a healthy lifestyle has a significant impact on the academic achievement of adolescents. Behavior of breakfast eating is considered a hallmark of dietary patterns and an important component of a healthy lifestyle. The prior study explained that students had a lower level of achievement motivation at school because they were exposed to some militating factors in their families such as absenteeism, ill health, malnutrition, and hunger. This study examined the mediating role of achievement motivation and moderating role of socioeconomic status (SES) in the association between breakfast consumption and academic achievement. This study used a sample of 15-year-old Chinese students who participated in Program for International Student Assessment (PISA) 2015. In terms of gender, female students accounted for 47.2% and male students accounted for 52.8%. The results showed that (1) breakfast consumption had a positive predictive effect on academic achievement; (2) achievement motivation played a partial mediating role in the relationship between breakfast consumption and academic achievement; and (3) the direct and indirect effects were moderated by the SES of students, which meant that the effect of breakfast consumption on achievement motivation can differ depending on the SES of students. Besides, both the effects were stronger for individuals with higher SES. The conclusion of this study has an important theoretical value and reference value to guide the Chinese parents and Chinese adolescents to pay more attention to breakfast consumption and healthy lifestyles.

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Integration of Self-diagnosis in Pascal Law Learning Using STEM Approach

Dinamika Jurnal Ilmiah Pendidikan Dasar ◽

10.30595/dinamika.v12i2.6397 ◽

2020 ◽

Vol 12 (2) ◽

pp. 104

Author(s):

Siti Hannah Padliyyah

Keyword(s):

International Student ◽

Student Assessment ◽

Active Role ◽

Stem Learning ◽

International Student Assessment ◽

Science Technology ◽

Engineering Mathematics ◽

Post Test ◽

11Th Grade

Indonesia is ranked 56th out of 65 participating countries in the Program for International Student Assessment (PISA) based on data 2015. According to PISA results, the average science score of Indonesian students is 403, where this number is categorized as low. This is because students are still in the process of understanding and have not yet fully recognized the location of their mistakes. Students can diagnose the location of their mistakes through self-diagnosis activities. Self-diagnosis activities require the active role of students during the learning process. One approach that can increase the active role of students is STEM (Science Technology Engineering Mathematics). However, research at this time is still rarely found self-diagnosis activities that are applied to the STEM approach. Therefore, this research has the aim to find out the increase in mastery of physical concepts and self-diagnosis of students on the STEM learning approach to the theory of poscal law class XI High School.This study uses a One-Group pretest-posttest design with a sample of 30 ini 11th grade highschool from one schools in Bandung. . Based on the findings, there is an increase in mastery of concepts [<g> = 0.51] from pre-test to post-test. In self-diagnosis activities identified that there are differences in scores [z = 1.75; p = 0.9599] student assessment results of researchers and self-scoring results. Deeper self-diagnosis triggers a series of implicit steps that encourage them to rearrange their cognition by correcting the mistakes they make when solving problems. So that learning activities using the STEM approach that involves self-diagnosis activities can improve students' mastery of concepts.

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PROBLEMS OF RUSSIAN SCHOOL EDUCATION IN PISA CONTEXT

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2021vol2.6308 ◽

2021 ◽

Vol 2 ◽

pp. 656-667

Author(s):

Iosif Zaia ◽

Ekaterina Manuylova ◽

Artur Gevorkyan ◽

Pavel Nesterov ◽

Sergei Gavrov

Keyword(s):

International Student ◽

Social Role ◽

Student Assessment ◽

School Teachers ◽

Heterogeneous Information ◽

International Student Assessment ◽

Training Courses ◽

Modern Technologies ◽

Made In

The article based on the research which aim is to clear, how common teaching practices in Russian schools affecting the decline in the results of students when performing tasks of the Programme for International Student Assessment (PISA). The authors of the article try to understand why teachers so often prefer quite old training technologies. In the course of study these problems, members of research team conducted interviews and discussions with school teachers from the Moscow region who were trained in advanced training courses at the Academy of Public Administration. Intensive interaction with teachers helped the authors to draw a conclusion that the avoiding more effective contemporary training technologies is due to certain conditions in which the teacher works. Another conclusion made in the article: teachers fail in teaching students not because they do not have enough knowledge of modern technologies and techniques or because they underestimate the importance of developing critical thinking, anthropological imagination, knowledge of meta-subject connections, the skills to understand texts and work with heterogeneous information, but because they are not ready to accept the changing social role of the school.

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Facilitating Reading Engagement in Shared Reading

Poetics Today ◽

10.1215/03335372-8883234 ◽

2021 ◽

Vol 42 (2) ◽

pp. 229-251

Author(s):

Mette Steenberg ◽

Charlotte Christiansen ◽

Anne Line Dalsgård ◽

Anne Maria Stagis ◽

Liv Moeslund Ahlgren ◽

...

Keyword(s):

International Student ◽

Student Assessment ◽

Shared Reading ◽

Literary Analysis ◽

Reading Engagement ◽

Literary Reading ◽

International Student Assessment ◽

Specific Practice ◽

Educational Need

Abstract This article responds to this special issue's overarching interest in the relation between modes of reading and the experiences of actual readers by analyzing how the specific practice of shared reading facilitates readers’ engagement in literary reading. The article responds both to an under-investigated dimension of the practice of shared reading, that of the role of facilitation, and to a pressing articulated and educational need to develop additional and better methodologies for fostering literary reading engagement, as existing results from the Organisation for Economic Co-operation's Programme for International Student Assessment (PISA) have demonstrated the importance of reading engagement for both academic achievement and social mobility. By linking the notion of engagement within the PISA framework with phenomenologically oriented empirical research on expressive reading and the notion of emergent thinking in existing shared reading research, the article argues for the role of the reader leader in facilitating literary engagement. These connections may inspire literary scholars to consider the link between literary analysis and the didactics of literary reading.

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Principals and Student Achievement

Maximizing Social Science Research Through Publicly Accessible Data Sets - Advances in Knowledge Acquisition, Transfer, and Management ◽

10.4018/978-1-5225-3616-1.ch005 ◽

2018 ◽

pp. 84-117 ◽

Cited By ~ 1

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.

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Never Waste a Crisis: Understanding the Welsh Policy Response to PISA in the Context of the Globally Structured Reform Agenda

Cylchgrawn Addysg Cymru / Wales Journal of Education ◽

10.16922/wje.19.1.11 ◽

2017 ◽

Vol 19 (1) ◽

pp. 182-191

Author(s):

Lizzie Swaffield

Keyword(s):

International Student ◽

Student Assessment ◽

Education Systems ◽

National Education ◽

Reform Agenda ◽

International Student Assessment ◽

National Education Systems ◽

Modes Of Governance ◽

The Impact

This article considers the nature of the globally structured reform agenda including the role of international organisations and the development of new supra-national modes of governance. It discusses the impact of this agenda on education policy within national education systems with a particular focus on the Organisation for Economic Cooperation and Development's (OECD) Programme for International Student Assessment (PISA) as an example of the globally structured reform agenda. It explores the role PISA has in global educational governance and in influencing the transfer of policy between education systems. Policy responses to PISA are critically discussed with a particular focus on the response in Wales. It is argued that new supra-national modes of governance shape education systems and the transfer of policy between them, but that they are also used as a tool to further domestic political agendas in order to bring about reforms.

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

Education Policy Analysis Archives ◽

10.14507/epaa.v23.1977 ◽

2015 ◽

Vol 23 ◽

pp. 108 ◽

Cited By ~ 3

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.

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Avaliações e pesquisas educacionais internacionais: entrevista com Andreas Schleicher

Estudos em Avaliação Educacional ◽

10.18222/eae.v28i68.4848 ◽

2017 ◽

Vol 28 (68) ◽

pp. 630

Author(s):

Gabriela Moriconi ◽

Adriana Bauer

Keyword(s):

International Education ◽

Comparative Research ◽

International Student ◽

Student Assessment ◽

Educational Programs ◽

Secretary General ◽

International Student Assessment ◽

Palabras Clave ◽

International Assessment

Nesta entrevista, Andreas Schleicher, Diretor de Educação e Assessor Especial em Política Educacional da Secretaria Geral da Organização para a Cooperação e Desenvolvimento Econômico (OCDE), comenta sobre o papel da OCDE e, em especial, do Programme for International Student Assessment (PISA), no contexto educacional internacional, sua relação com atores da comunidade educacional, bem como os impactos de sua atuação. A entrevista aborda, ainda, aspectos relativos à participação do Brasil em programas e projetos educacionais da OCDE.Palavras-chave: Avaliação Internacional; Pesquisa Comparada; Pisa; OCDE. International education assessments and surveys: interview with Andreas SchleicherIn this interview, Andreas Schleicher, Director for Education and Sills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD), comments on the role of the OECD and, in particular, of the Program for International Student Assessment (PISA), in the international education context, its relationship with actors in the educational community, as well as the impacts of its performance. The interview also addresses aspects related to Brazil’s participation in OECD educational programs and projects.Keywords: International Assessment; Comparative Research; Pisa; OECD. Evaluaciones e investigaciones educativas internacionales: entrevista con Andreas SchleicherEn esta entrevista, Andreas Schleicher, Director de Educación y Asesor Especial en Política Educacional de la Secretaría General de la Organización para la Cooperación y Desarrollo Económico (OCDE), comenta sobre el papel de la OCDE y, en especial, del Programa Internacional de Evaluación de Estudiantes (PISA), en el contexto educativo internacional; su relación con actores de la comunidad educacional; así como los impactos de su actuación. La entrevista aborda asimismo aspectos relativos a la participación de Brasil en programas y proyectos educativos de la OCDE.Palabras-clave: Evaluación Internacional; Investigación Comparada; PISA; OCDE

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

Indonesian Midwifery and Health Sciences Journal ◽

10.20473/imhsj.v5i4.2021.340-348 ◽

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

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Principals and Student Achievement

Research Anthology on Preparing School Administrators to Lead Quality Education Programs ◽

10.4018/978-1-7998-3438-0.ch061 ◽

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

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

Education and Urban Society ◽

10.1177/0013124517747036 ◽

2017 ◽

Vol 51 (5) ◽

pp. 659-692 ◽

Cited By ~ 2

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.

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