Levels and drivers of adolescent life satisfaction (LS) vary across nations. School is known to be an important aspect of life affecting adolescent LS, but there are gender differences in how schools may influence LS. However, little is known about how these gender differences vary across countries. A series of statistical analyses (bivariate…

This study aims to explore the effect of cultural capital on the perception of parental involvement policies offered by schools in various countries. Using PISA (2018) data, a multilevel model is implemented for each participant country to adopt a comparative perspective. While the results suggest a complex effect, moderated by idiosyncratic…

Globally, the private school share of enrollment increased from about 14 percent in 2000 to about 18 percent in 2019. We estimate the systemic effect of private enrollment share on learning outcomes. Estimates of the systemic effect of private school enrollment capture any competitive effects as well as any differences between public and private…

Our study is among the first to provide a comprehensive review of cross-national patterns of gender differences in various STEM-related constructs--achievement, beliefs, attitudes, aspirations, and participation, concerning country-level gender equality. We complement our review with empirical analyses utilizing rigorous methodologies and richer…

We conducted three preregistered studies using the Organization for Economic Co-operation and Development Programme for International Student Assessment (PISA) data to provide a worldwide estimation of the standardized test gap between students from lower and higher social classes. We investigated: (a) the degree to which academic anxiety…

This study explored the equivalence of resilience across countries and economies that participated in PISA 2018. A total of 79 countries and economies were divided into ten sub-groups based on their socio-demographic characteristics. Analysis of the comparability of the PISA self-efficacy scale as a measure of resilience across the participating…

Effective collaborative problem solving comprises cognitive dimensions, in which men tend to outperform women, and social dimensions in which women tend to outperform men. We extend research on between-country differences in gender gaps by considering collaborative problem solving and its association with two indicators of societal-level gender…

This study analyzes how students' reported teaching practices of their teachers and their attitudes towards science are related to the science achievements of four high-performing countries/economies in PISA 2015: Hong Kong, China, Canada, and Finland. A study of these regions can shed light on the commonalities of and differences between the…

We aimed to examine the effect of ICT use, parental support and student hindering on science achievement in Turkey, USA and South Korea with using PISA 2018 data. PISA is one of the biggest international assessment study aiming comparison of students' academic capabilities in science, mathematics and reading among participant countries. For this…

Most studies have explored how information and communication technology (ICT) factors impact adolescents' schooling, but often ignore the potential influences on their well-being; no research has further scrutinized the moderating role of self-regulated learning (SRL) as a multi-dimensional combination, that is, different types of SRL learners.…

Creativity is the driving force of technological innovation and sustainable economic growth in the knowledge society. A central question, therefore, is how education helps to enhance creativity. As East Asian countries occupy the top of performance tests such as the OECD's Programme for International Student Assessment (PISA), it is most important…

This paper compares the learning gain over one year of schooling among 15-year-old students in Austria and Scotland (United Kingdom). Common metrics for reading, mathematics and science learning, as established by the Programme for International Student Assessment (PISA), are used. In order to overcome the limitations of a cross-sectional,…

This paper provides a comparative analysis of the drivers of English Language Competence (ELC) in a representative sample of European adolescents. School factors -- such as English instruction time and English onset -- are found to play an important role, especially in countries whose official languages are more distant from English. However,…

Rapid response behaviour, a type of test disengagement, cannot be interpreted as a true indicator of the targeted constructs and may compromise score accuracy as well as score validity for interpretation. Rapid responding may be due to multiple factors for diverse populations. In this study, using Programme for International Student Assessment…

Students in Confucian culture are typically high-achieving on international assessments such as PISA and TIMSS. To explore factors that may explain the high performance of Confucian students, the present study compared the latent subpopulations of school resources and disciplinary climate in two Confucian countries and two Anglo countries. Using…