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Download full textYi Wu – International Electronic Journal of Mathematics Education, 2025
This study explores the factors influencing mathematics performance, teacher satisfaction, and school environment across six economies using data from PISA 2022. Employing hierarchical linear modeling, the research examines individual and institutional variables at the student, teacher, and school levels. Key findings reveal significant…
Descriptors: Mathematics Education, Mathematics Achievement, Mathematics Teachers, Teacher Attitudes
Chung Hyewon; Kim, Jung-In; Jung, Eunjin; Park, Soyoung – International Journal of Educational Psychology, 2022
The Program for International Student Assessment (PISA) aims to provide comparative data on 15-year-olds' academic performance and well-being. The purpose of the current study is to explore and compare the variables that predict the reading literacy and life satisfaction of U.S. and South Korean students. The random forest algorithm, which is a…
Descriptors: Comparative Education, Predictor Variables, Literacy, Life Satisfaction
Direct linkTang, Hanwei; Qiu, Chen; Meng, Lingqi; Li, Yujia; Zhang, Jiangkun – SAGE Open, 2020
The present study aimed to investigate factors predicting inquiry-based teaching in science across One Belt One Road countries and regions (OBOR economies). Teacher-level (N = 8,603) and school-level (N = 1,385) data were drawn from the Program for International Student Assessment (PISA) 2015. Hierarchical linear modeling was adopted for data…
Descriptors: Foreign Countries, Science Instruction, Teaching Methods, Inquiry
Brow, Mark V. – British Journal of Educational Psychology, 2019
Background: National ranking from the triennial Programme of International Student Assessment (PISA) often serves as a barometer of national performance and human capital. Though excessive student- and school-level covariates (n > 700) may prove intractable for traditional least-squares estimate procedures, shrinkage methods may be more…
Descriptors: Predictor Variables, Numeracy, Foreign Countries, Comparative Education
Sachisthal, Maien S. M.; Jansen, Brenda R. J.; Peetsma, Thea T. D.; Dalege, Jonas; van der Maas, Han L. J.; Raijmakers, Maartje E. J. – Journal of Educational Psychology, 2019
In this article, a science interest network model (SINM) is introduced and a first empirical test of the model is presented. The SINM models interest as a dynamic relational construct, in which different interest components, that is, affective, behavioral, and cognitive components and related motivational components mutually reinforce one another…
Descriptors: Foreign Countries, Comparative Education, Secondary School Students, Student Interests
Petrilli, Michael J.; Wright, Brandon L. – Education Next, 2016
At a time when the national conversation is focused on lagging upward mobility, it is no surprise that many educators point to poverty as the explanation for mediocre test scores among U.S. students compared to those of students in other countries. If American teachers in struggling U.S. schools taught in Finland, says Finnish educator Pasi…
Descriptors: Low Achievement, Scores, Poverty, Performance Factors
Cutumisu, Maria; Bulut, Okan – Journal of Educational Multimedia and Hypermedia, 2017
This study aims to understand the predictive role of attitudes towards problem solving, such as perseverance and openness for problem solving, as well as of gender and country for Canadian and Finnish students' academic achievement in mathematics and science. We examined the data of students from Canada (n = 21,544) and Finland (n = 8,829) who…
Descriptors: Foreign Countries, Predictor Variables, Problem Solving, Gender Differences
Schütte, Kerstin – Social Psychology of Education: An International Journal, 2015
Devaluing an academic domain is a potential means of alleviating the psychological discomfort that results from the inconsistency of a low domain-specific self-concept of ability and great value attached to the domain. Such motivated devaluation of a domain is expected to be stronger in cultural contexts that promote a relatively greater focus on…
Descriptors: Foreign Countries, Comparative Education, Cross Cultural Studies, Cultural Differences
Callan, Gregory L.; Marchant, Gregory J.; Finch, W. Holmes; German, Rachel L. – Educational Sciences: Theory and Practice, 2016
Learning strategies, such as memorization and elaboration strategies, have received both support and repudiation. The 2009 international PISA reading, science, and mathematics achievement test and survey of 15 year-olds in 65 countries was used. The findings indicated that self-reported use of learning strategies, which involve compensatory…
Descriptors: Metacognition, Learning Strategies, Academic Achievement, Comparative Education
Castejón, Alba; Zancajo, Adrián – European Educational Research Journal, 2015
This article focuses on analysing the effect of educational differentiation policies of OECD educational systems on socioeconomically disadvantaged students, based on data from PISA 2009. The analysis is conducted on the basis of a definition of two subgroups of disadvantaged students: those that achieve high scores, and those obtaining scores…
Descriptors: Disadvantaged, Educational Policy, Educational Practices, Individualized Programs
Mikk, Jaan – Educational Research and Evaluation, 2015
The aim of the study was to explain the difference between the Programme for International Student Assessment (PISA) 2009 reading results for Finland and Estonia using characteristics of teaching and learning, and characteristics of the overall development of these countries. PISA data were collected via a reading test and student questionnaires…
Descriptors: Foreign Countries, Reading Achievement, Reading Tests, Scores
Fang, Zheng; Grant, Leslie W.; Xu, Xianxuan; Stronge, James H.; Ward, Thomas J. – Educational Assessment, Evaluation and Accountability, 2013
The purpose of this study was to examine the connections between national culture and student achievement. Using Hofstede's six cultural dimensions and the two dimensions from the World Values survey, we conducted multiple regressions to determine the most significant predictors of student achievement as measured by the 2009 Program for…
Descriptors: Academic Achievement, National Norms, Cultural Influences, Cultural Context
Cheung, Kwok-cheung; Sit, Pou-seong; Soh, Kay-cheng; Ieong, Man-kai; Mak, Soi-kei – Asia-Pacific Education Researcher, 2014
Reading literacy is the main focus of the international comparative study of PISA 2009 (OECD, "PISA 2009 results: What students know and can do: Student performance in reading, mathematics and science," 2010a) based on the results of which 65 economies were arranged in a league table. PISA also gathers background information which…
Descriptors: Resilience (Psychology), Academic Persistence, Predictor Variables, Prediction
Ning, Bo; Van Damme, Jan; Gielen, Sarah; Vanlaar, Gudrun; Van den Noortgate, Wim – Scandinavian Journal of Educational Research, 2016
Finland and Shanghai are strong performers in the Program for International Student Assessment (PISA). The current study explored the similarities and differences in educational effectiveness between these 2 strong performers. To this end, 14 predictors representing student background and school process characteristics were selected from the PISA…
Descriptors: Foreign Countries, Reading Achievement, Comparative Education, Instructional Effectiveness
Kilic, Serpil; Cene, Erhan; Demir, Ibrahim – Educational Sciences: Theory and Practice, 2012
The purpose of this study was to examine learning strategies accounted for mathematics achievement across Turkey and neighboring countries. Turkey, Bulgaria, Greece, Azerbaijan, Russian Federation, Israel, Serbia, Romania and Jordan were involved in Programme for International Student Assessment (PISA 2009) study. Since other neighbors of Turkey…
Descriptors: Mathematics Achievement, Mathematics Tests, Learning Strategies, Foreign Countries
