This study uses 2018 PISA data to explore factors impacting 15-year-old U.S. students' reading performance. It finds teacher experience positively correlates with scores, while attributes like age negatively impact them. Home ICT access boosts achievement, but overabundance of devices proves counterproductive. Ethnicity, parental education, and…

This study investigated whether there are significant differences between reading achievements of 15-year-old students and starting age for preschool and socioeconomic factors according to the results from the PISA 2015 and 2018. The quantitative results show that there is a clear and statistically significant difference between reading test…

This study aimed to compare key predictors of academic resilience in the distinctive socio-cultural contexts of South Korea and the United States, employing a machine-learning-based random forest technique. Using PISA 2018 data, we focused on students in the bottom 25% of family socioeconomic status, totaling 1,654 in South Korea and 1,175 in the…

Using PISA 2012 data, we conducted multilevel modeling analyses to explore how student-teacher relationships (STRs) affected mathematics motivation across EU countries. We compared this relationship across high and low achievers and explored how sex, economic, social, and cultural status (ESCS), ability grouping, class size, and teacher intentions…

The Programme for International Student Assessment (PISA) has garnered increasing attention since its inception in 2000. Correspondingly, there has been heightened interest in 'PISA poster countries' like Singapore and Shanghai-China. Yet to date, little is known about the processes and dynamics of the construction of PISA discourses within these…

Determining the ethnic differences in academic performance among immigrant students is important in terms of adapting them into the system they live in. Examining the variables related to students' performance will be a guide in overcoming the issue. The purpose of this study is to examine the direct effect of economic, social, and cultural status…

While science self-concepts of secondary school students have received considerable attention, several important aspects of chemistry self-concepts have not yet been understood: gender relations, the impact of students' cultural backgrounds, and the impact of chemistry self-concept on learning processes. In the present study, (i) we could confirm…

Patience and risk-taking -- two cultural traits that steer intertemporal decision-making -- are fundamental to human capital investment decisions. To understand how they contribute to international differences in student achievement, we combine PISA tests with the Global Preference Survey. We find that opposing effects of patience (positive) and…

This article reviews the history of the measure of socio-economic status in PISA and identifies theoretical underpinnings of the index of economic, social and cultural status (ESCS). It then highlights multiple changes in the instruments and scaling methods used by PISA over time, and suggests ways of resolving the tensions behind some of these…

The Programme for International Student Assessment (PISA) student questionnaire, despite being designed for low cognitive demand, may induce test burden due to its 306-item length, resulting in increased item nonresponse toward the questionnaire's end. Using the PISA 2018 response data from 80 countries and a cross-classified mixed effects model,…

Finland and Singapore are both top-performing countries in international assessments such as PISA. Finland has been consistently one of the high-achievers regarding not only students' literacy levels but also educational equity. Similarly, Singapore has continuously shown outstanding performance in PISA. It outperformed all the other participants…

The Programme for International Student Assessment (PISA) introduced creative thinking as an innovative domain in 2022. This paper examines the unique methodological issues in international assessments and the implications of measuring creative thinking within PISA's framework, including stratified sampling, rotated form designs, and a distinct…

Aggregated data meta-analyses indicate a correlation between instructional leadership and student achievement. However, it is unclear to what extent this relationship can be generalized across cultural contexts, as most primary studies stem from Anglophone regions. Drawing on international large-scale assessment data, this 3-level individual…

Well-being 2030 has become the latest rationale for the OECD's education work. This vision has given rise to new assessments of student well-being beginning with PISA 2015. The OECD, recognising the problems of PISA 2015, conceptualised a wider student well-being construct in PISA 2018, and attempted to measure 'students' feelings'. However,…

A recurrent dimension occurring in wellbeing models pertains to positive relationships of individuals. Yet there is little information elucidating the link between positive relationships and subjective wellbeing in different cultures. Thus, the aims of this paper were (1) to examine whether there is an association between positive relationships…