The few studies conducted to date on the affective dimension of CLIL (Content and Language Integrated Learning) have predominantly focused on the relationship between motivation and language attainment, which points to a need for further investigation. To this end, this cross-sectional study aims at researching the degree of correlation between…

The ability to build arguments is a crucial skill and a central educational goal in all school subjects including science as it enables students to formulate reasoned opinions and thus to cope with the increasing complexity of knowledge. In the present cross-sectional study, we examined the domain-specificity of argumentative writing in science by…

We examined whether strategies of memorization, transfer through elaboration, and metacognition accounted for reading, science, and mathematics achievement across 34 countries. 158,848 fifteen-year-olds completed a reading literacy test and a questionnaire. Of these students, 88,401 completed a science test, and 88,590 completed a mathematics…

A new approach to item analysis, concerned not only with differences among individuals, but also differences among the groups in which the individuals may have membership, is described. This multi-level aspect may be applied to studies of differences among individuals, classes, and schools, depending upon the kind of problem being studied and the…