INTERNATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS: FROM THE FIRST TRIAL TO THE SECONDARY ANALYSES
Introduction by: Marina Videnović
THE HAPPIER THE BETTER ACHIEVER OR NOT? EXPLORING THE CONNECTION BETWEEN STUDENTS’ ACHIEVEMENT AND WELL-BEING: PISA 2018 SURVEY
Kristina Dukić
Department of psychology, Laboratory for Developmental psychology, Faculty of Philosophy, University of Belgrade | kristinadukic8@gmail.com
Barbara Blažanin
Department of psychology, Laboratory for Developmental psychology, Faculty of
Philosophy, University of Belgrade
Results from PISA 2018 survey showed a curvilinear relationship between students’ reading performance and their subjective well-being (increasingly positive until a certain point, after which as well-being continues to increase performance decreases).
Study had 2 aims: 1. Test if the curvilinear relationship is present among Serbian students. 2. Explore if self-efficacy, fear of failure and attitude towards learning differentiate the most satisfied but lower performing students from less satisfied but higher performing ones. The sample consisted of 5359 Serbian students who participated in PISA 2018 by taking the reading literacy test and background questionnaire that explored students’ subjective well-being and school experience.
Three groups are defined based on composite score “subjective well-being” that consisted of life satisfaction, meaning in life and positive feelings: 1. the least satisfied 2. moderately satisfied 3. the most satisfied. We hypothesized that the group of students who are the least and moderately satisfied would have the highest performance while those who are the most satisfied would have the lowest performance. ANOVA showed statistically significant differences (F(2, 5359)= 19.494, p< .001) and Post Hoc test revealed that students who are the least and moderately satisfied have better performance than those who are highly satisfied (p< .001), thus confirming hypothesis.
For the second aim of the study, discriminant analysis was conducted. We expected that students with the highest satisfaction and low performance would have better self-efficacy and lower fear of failure, but also that they would value school less compared to students with lower or moderate satisfaction and higher performance. Discriminant analysis revealed one discriminant function (L = 0.78, χ2(10,4879)= 1213.703, p< .001), that explained 99.6% of variance, canonical R2=.22. Discriminant function is best at differentiating the most satisfied students from the least satisfied students. Structure matrix showed that the most satisfied students have higher self-efficacy (r=.80) and lower fear of failure (r=-.36). But contrary to our assumption, this group also has a better attitude towards learning (r=.57) and trying hard (r=.58) at school than the less satisfied but better performing students. Further investigation is needed in order to understand which factors prevent the most satisfied students from performing like their less satisfied but more successful peers.
Keywords: PISA 2018, reading literacy, well-being, student’s beliefs, school valuing
PREDICTING ACADEMIC OVERACHIEVEMENT USING QUALITY OF SOCIAL CONNECTIONS AND PERSONAL WELL-BEING: PISA 2018 STUDY
Nevena Stojić
Department of psychology, Laboratory for Developmental psychology, Faculty of Philosophy, University of Belgrade | nevenastojic6@gmail.com
Milica Arnautović
Department of psychology, Laboratory for Developmental psychology, Faculty of
Philosophy, University of Belgrade
Marina Videnović
Department of psychology, Laboratory for Developmental psychology, Faculty of
Philosophy, University of Belgrade
Results from the PISA survey throughout the years show that there is a bond between students’ index of economic, social and cultural status (ESCS) and their academic achievement. To shed light on variables that mediate that relationship, we analyzed data from the PISA 2018 survey. The sample included 6609 15-year-old high school students in Serbia. To examine what makes students’ achievement differ from the expected based on their ESCS, we subtracted predicted values in reading competency (ESCS predictor) from students’ actual achievement. Thus, we created a new variable – level of overachievement, which was used as a criterion for multiple linear regressions. As mediators we tested 1) students’ perception of relationships with parents and teachers, 2) students’ well-being and self-concept and 3) growth mindset. The first regression included predictors measuring aspects of students’ perception of relationships with parents and teachers: social connection with parents, parents’ emotional support, teacher’s interest, teacher support in test language lessons, disciplinary climate, teacher feedback, teacher-directed instructions and teacher stimulation of reading engagement. The regression model was significant (R2 = .125, F(8, 3876) = 69.367, p < .001), and all variables were significant predictors (p<.001 all, except teacher support: p<.01). The second regression included variables referring to students’ well-being and self-concept: work mastery, self-concept of reading competence, perceived difficulty of reading, self-efficacy, general fear of failure, attitude towards school, sense of belonging and a variable that consists of a sum of general life satisfaction, meaning in life and positive affect. This regression model was significant as well (R2 = .111, F(8, 4693) = 73.328, p < .001), and all variables except self-efficacy were significant predictors (p<.001 all, except attitude towards school and sense of belonging: p<.05). Surprisingly, variables measuring attitude towards school and subjective well-being had negative values of b ponder. Finally, we explored the differences in level of overachievement between students with a fixed and growth mindset. The t-test was also significant (t(5818,85) = 8.554, p < .001), suggesting that students with a growth mindset have a higher level of overachievement. This paper highlights the importance of positive social connections for achievement, but also raises alarm about the well-being and self-concept of overachievers.
Keywords: PISA study, ESCS, overachievement, social connections, well-being
SOCIO-EMOTIONAL SKILLS IN PISA-BASED TEST FOR SCHOOLS
Tanja Bastianic
OECD | tanja.bastianic@oecd.org
Tiago Fragoso
OECD | tiago.fragoso@oecd.org
The PISA-based Test for Schools (PBTS) is the OECD international school-based assessment that measures 15-year-old students’ abilities to think critically, solve problems and communicate effectively in the cognitive areas of reading, mathematics and science. The student questionnaire also collects information on students’ attitudes towards learning and their school’s learning environment, as well as their socio-economic background and their social and emotional skills.
Through the analysis of PBTS data, this paper aims to provide some information on student’s cognitive skills, their engagement and feelings with a special focus on social and emotional skills. Since 2019, the PBTS student questionnaire incorporates 40 items on students’ social and emotional skills from the OECD’s Study on Social and Emotional Skills.
The Survey assesses five broad emotional sub-domains, of which the PBTS incorporated one skill for each of the five sub-domains: Optimism for emotional regulation, Assertiveness for engaging with others, Empathy for collaboration, Self-control for task performance, and Curiosity for open-mindedness.
Data from four countries (Brazil, Russian Federation, Spain and the US) students were collected in 2019 and 2020 as a part of the PBTS project.
Results at school level are reported in two ways:
1) average scores for each of the five sub-domains, on a nationally standardized scale, where higher values indicate higher levels of each skill.
2) association measures between each sub-domain score and school environment (measured by the index of classroom disciplinary climate), student perceived health and student overall life satisfaction
These relationships are analysed after controlling for the effect of students’ socio-economic status and other demographic differences.
The data shows positive correlation between all five sub-domains and school environment with the highest correlation for Optimism and Self-control. Similarly, the association is significant and positive for five sub-domains and students perceived health and life satisfaction with the highest significantly positive correlation between Optimism and students’ life satisfaction.
Keywords: PISA, socio-emotional skills
TIMSS 2019 IN SERBIA: THROUGH THE LENS OF SDG 4
Ivana Đerić
Institute for Educational Research, Belgrade| ivana.brestiv@gmail.com
Nada Ševa
Institute for Educational Research, Belgrade
Smiljana Jošić
Institute for Educational Research, Belgrade
UNESCO’s 2030 Agenda for sustainable development in the field of education aims at “ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030. The paper discusses main findings of the TIMSS 2019 study in Serbia through the lens of the UNESCO’s Sustainable Development Goal 4 (SDG 4), more specifically targets 4.2., 4.5 and 4.c. The SDG 4 target 4.2 defines “equal access to quality early childhood development, care and pre-primary education so that they are ready for primary education”. Results from TIMSS 2019 show that the coverage of children attending a preschool program “3 years or more” has increased by 9% compared to the previous 2015 TIMSS cycle. In addition, the positive relationship between years of attending the preschool education and higher average achievement in mathematics and science of 4th graders in Serbia was demonstrated. TIMSS 2019 data for Serbia also provide some insights on home learning resources relevant for SDG 4 target 4.5., aimed at establishing equal access to all levels of education for the children from vulnerable groups as well as to diminish gender disparities. A difference of 187 points on average in students’ achievement in mathematics and science was observed between those who have many resources (MAT: 574; SCI: 576) and those who do not have enough of them (MAT: 387; SCI: 389). In Serbia, a statistically significantly higher number of 4th grade students with many home learning resources reach low international benchmark of 400 points (99%), compared to peers who have less home learning resources (44%).The SDG 4.c target refers to the increase the percentage of teachers who will dedicate a larger number of hours of in-service training in different areas of mathematics and science. When it comes Serbia, professional development (PD) in the fields of mathematics and science is at relatively low level in comparison to international average. Number of teachers of the 4th grade students in Serbia who spent less than 6 hours or none in math and science related PD is high (38% for mathematics and 48% for science). The future PD needs expressed by teachers are in line with the current trends regarding the use of ICT in the field of education, especially in the context of COVID 19 pandemic. The data from TIMSS 2019 allow for policy makers to develop evidence-based strategies in order to accomplish presented SDG 4 targets, especially in the context of the current reforms of educational system in Serbia.
Keywords: TIMSS 2019, Sustainable Development Goal, Serbia, quality of education, evidence-based policies.
TRENDS IN MATHEMATICS ACHIEVEMNET IN THE 4TH GRADE OF PRIMARY SCHOOOL: TIMSS 2019 IN SERBIA
Nada Ševa
Institute for Educational research, Belgrade | nadaseva@gmail.com
Smiljana Jošić
Institute for Educational research, Belgrade
Ivana Đerić
Institute for Educational research, Belgrade
Monitoring of changes in students achievement is important in a twofold way: it represents one of the main indicators of impact of current educational policies, at the same time providing information of further steps when it comes to the possible changes in teaching practices and other systemic changes. This paper presents trends in mathematics achievement of the 4th grade primary school students attained in three research cycles of TIMSS in Serbia: TIMSS 2011, TIMSS 2015 and TIMSS 2019.
The main finding from TIMSS 2019 indicates a significant drop in average mathematical achievement by 10 points in comparison to TIMSS 2015 (508 vs. 518 points). Serbian students in TIMSS 2019 maintained on average to be at the level of intermediate international benchmark, same as in previous TIMSS cycles. However, the observed lower achievement resulted in significant change in distribution of the students across different benchmarks, with significantly lower percentages in advance and high level benchmarks. Results across different content and cognitive domains showed that the difference between TIMSS 2019 and TIMSS 2015 was mainly due to the 28 points difference in content domain Data (489/TIMSS 2019 vs. 518/TIMSS 2015). In addition, there is a significant decline in TIMSS 2019 for cognitive domains Application of knowledge (509/TIMSS 2019 vs. 521/TIMSS 2015), as well as Reasoning (503/TIMSS 2019 vs. 517/ TIMSS 2015 vs. 514/ TIMSS 2011).
The observed results will be discussed in the context of relation between three levels of curriculum foreseen within TIMSS framework: intended curriculum (which topics are planned to be thought at the systemic level), implemented curriculum (which topics are taught before or during the year of testing) and attended curricula (which topics students learned). For example for content domain Data, teachers in TIMSS 2019 reported lower percentages of students that were Not yet taught or just introduced to the certain topics in comparison to previous cycle (implemented curriculum). However students in TIMSS 2019 had lower number of correct answers for several tasks repeated in two cycles from Application of knowledge domain (attended curriculum), indicating that attention of teachers should be oriented towards higher cognitive domains. Insights from this level of the analysis will provide policy-relevant information to help improve mathematics teaching and learning in the context of the first cycle of education in Serbia.
Keywords: TIMSS 2019, trends, mathematics achievements, primary school
