Introduction by: Marina Videnovi\u0107<\/p>\n
THE HAPPIER THE BETTER ACHIEVER OR NOT? EXPLORING THE CONNECTION BETWEEN STUDENTS’ ACHIEVEMENT AND WELL-BEING: PISA 2018 SURVEY<\/span><\/p>\n \u00a0<\/span><\/p>\n Kristina Duki\u0107<\/b><\/p>\n Department of psychology, Laboratory for Developmental psychology, Faculty of Philosophy, University of Belgrade | <\/span>kristinadukic8@gmail.com<\/span><\/i><\/p>\n Barbara Bla\u017eanin<\/b><\/p>\n Department of psychology, Laboratory for Developmental psychology, Faculty of<\/span><\/p>\n Philosophy, University of Belgrade<\/span><\/p>\n <\/p>\n Results from PISA 2018 survey showed a curvilinear relationship between students\u2019 reading performance and their subjective well-being (increasingly positive until a certain point, after which as well-being continues to increase performance decreases).\u00a0<\/span><\/p>\n 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\u2019 subjective well-being and school experience.<\/span><\/p>\n Three groups are defined based on composite score \u201csubjective well-being\u201d 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 (<\/span>F<\/span><\/i>(2, 5359)= 19.494, <\/span>p<\/span><\/i>< .001) and Post Hoc test revealed that students who are the least and moderately satisfied have better performance than those who are highly satisfied (<\/span>p<\/span><\/i>< .001), thus confirming hypothesis.\u00a0<\/span><\/p>\n 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 (<\/span>L<\/span><\/i> = 0.78, \u03c7<\/span>2<\/span>(10,4879)= 1213.703, <\/span>p<\/span><\/i>< .001), that explained 99.6% of variance, canonical R<\/span>2<\/span>=.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.\u00a0<\/span><\/p>\n <\/p>\n Keywords<\/b>: PISA 2018, reading literacy, well-being, student\u2019s beliefs, school valuing\u00a0<\/span><\/p>\n <\/p>\n <\/p>\n PREDICTING ACADEMIC OVERACHIEVEMENT USING QUALITY OF SOCIAL CONNECTIONS AND PERSONAL WELL-BEING: PISA 2018 STUDY<\/span><\/p>\n <\/p>\n Nevena Stoji\u0107<\/b><\/p>\n Department of psychology, Laboratory for Developmental psychology, Faculty of Philosophy, University of Belgrade | <\/span>nevenastojic6@gmail.com<\/span><\/i><\/p>\n Milica Arnautovi\u0107<\/b><\/p>\n Department of psychology, Laboratory for Developmental psychology, Faculty of<\/span><\/p>\n Philosophy, University of Belgrade<\/span><\/p>\n Marina Videnovi\u0107<\/b><\/p>\n Department of psychology, Laboratory for Developmental psychology, Faculty of<\/span><\/p>\n Philosophy, University of Belgrade<\/span><\/p>\n <\/p>\n Results from the PISA survey throughout the years show that there is a bond between students\u2019 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 \u2013 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\u2019 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 (<\/span>R<\/span><\/i>2<\/span>\u00a0= .125,\u00a0<\/span>F<\/span><\/i>(8, 3876) = 69.367,\u00a0<\/span>p<\/span><\/i>\u00a0< .001)<\/span>, and all variables were significant predictors (p<.001 all, except teacher support: p<.01). The second regression included variables referring to students\u2019 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 (<\/span>R<\/span><\/i>2<\/span>\u00a0= .111,\u00a0<\/span>F<\/span><\/i>(8, 4693) = 73.328,\u00a0<\/span>p<\/span><\/i>\u00a0< .001)<\/span>, 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 (<\/span>t<\/span><\/i>(5818,85) = 8.554, <\/span>p <\/span><\/i>< .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.<\/span><\/p>\n Keywords<\/b>: PISA study, ESCS, overachievement, social connections, well-being<\/span><\/p>\n SOCIO-EMOTIONAL SKILLS IN PISA-BASED TEST FOR SCHOOLS<\/span><\/p>\n Tanja Bastianic<\/b><\/p>\n OECD | <\/span><\/i>tanja.bastianic@oecd.org<\/span><\/i><\/a>\u00a0<\/span><\/p>\n Tiago Fragoso<\/b><\/p>\n
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