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The purpose of the present study was to understand students school readiness as a function of student and teacher behaviors but also school size and class size using both linear and non-linear analytical approaches. Data came from 21,903 schools distributed across 80 countries as per the 2018 cohort of the PISA database. Results pointed to a preference for the Cusp model in that the relationship between school and class sizes with achievement proved to be best described by the non-linearity of the Cusp catastrophe model. The critical benchmarks were a school size of 801 students and a class size of 27 students for which increases beyond those thresholds were linked to nonlinearity and unpredictability in school readiness. For this reason, we suggest using the cusp catastrophe model from Nonlinear Dynamical Systems Theory (NDST) to understand more fully such complex phenomena.

The study investigated the big-fish-little-pond effect (BFLPE) in the Chinese mainland context, which is the phenomenon that equally able students tend to have lower academic self-concept (ASC) in high-average ability schools than their counterparts in low-average ability schools. ASC is an individual's attitude about his/her academic ability, which is suggested that can mutually influence one's academic performance. A total of 12,058 students aged 15–16 years old were drawn from the Programme for International Students Assessment 2018 B-S-J-Z dataset to examine by employing multilevel regression analysis. The findings show that when holding socioeconomic status constant, a relatively small BFLPE exists in this study, and no gender difference was found in the present study. This could be attributed to the unique Chinese cultural background and student characteristics. The study calls for necessary interventions for middle school students to learn more about academic self-concept and embrace their success, as well as further studies to explore more underlying reasons for BFLPE. [ABSTRACT FROM AUTHOR]

The beneficial and detrimental effects of social media use (SMU) on adolescents' psycho-social development need to be deeply investigated. This study used a large and representative sample derived from the 2018 PISA survey to examine the relationship between SMU, school belonging, and school bullying. The moderating effect of cultural individualism was also analyzed. The results of multi-level structural equation model (MSEM) indicate that: (1) SMU increases school belonging and also bullying victimization after controlling for individual- and country-level demographic variables. (2) Bullying victimization is negatively associated with school belonging. (3) The moderating effect of cultural individualism is significant. Specifically, in collectivist (vs. individualist) countries/societies, SMU is more strongly associated with school belonging, and school bullying is more strongly associated with reduced school belonging. [ABSTRACT FROM AUTHOR]

Introduction: In recent years, “lying flat” has emerged as a significant term in contemporary discourse, referring to the phenomenon where modern young people choose passive resistance due to a lack of motivation when facing various situations. These trends have the potential to diminish the future learning enthusiasm and holistic development of vocational high school students, thus impacting their competitiveness in the future job market. Methods: This study employs a motivational model for vocational high school students based on self-efficacy theory and person-environment fit theory to explore whether the competitive atmosphere moderates the impact of self- efficacy and competitive attitudes on task motivation. Using a secondary data research approach, the study analyzed a sample of 944 Taiwanese vocational high school students from the 2018 Programme for International Student Assessment (PISA) dataset with Partial Least Squares Structural Equation Modeling (PLS-SEM). Results: The results indicate that self-efficacy and competitive attitudes positively influence task motivation. Additionally, self-efficacy not only enhances competitive attitudes but also indirectly influences task motivation through the mediation of competitive attitudes. The study also revealed that the moderating effect of the competitive environment was not statistically significant in the overall sample. Further multiple-group comparisons between male and female vocational high school students showed no significant differences in most paths, but gender differences emerged in the positive moderating effect of the competitive environment on the influence of competitive attitudes on task motivation. Conclusion: These findings suggest that in cultivating task motivation among vocational high school students, interventions should be tailored to accommodate the differing responses of male and female students. For female students, providing more opportunities for teamwork and utilizing collaborative approaches to cope with the competitive environment may enhance task motivation. Conversely, for male students, enhancing self-efficacy and stimulating intrinsic competitive attitudes may be more effective. Addressing these differences could potentially reduce the occurrence of the “lying flat” phenomenon among vocational high school students in the future. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results and Conclusions Takeaways The unprecedented access to information in the 21st century entails a deep understanding of information and communication technology (ICT)‐related factors in education and their impacts on learning and teaching. The role of attitudes towards ICT is a proven factor in student achievement. However, there is no consensus about the direction of this impact.This study aimed to explore the relationship between student attitudes towards ICT including interest in ICT (INTICT), perceived ICT competence (COMPICT), perceived autonomy related to ICT use (AUTICT) and ICT in social interaction (SOIAICT), and their achievement scores for mathematics, reading, and science by analysing student‐, school‐, and country‐level factors hierarchically in the quartiles of performance.The study group was determined as 300,279 15‐year‐old students from 21,903 schools in 53 countries. Descriptive and correlational analyses were carried out in addition to the hierarchical linear modelling (HLM) employed to reveal the relationship between attitudes towards ICT and academic achievement in mathematics, reading, and science through the investigation of student‐, school‐, and country‐level factors hierarchically in the quartiles of performance.The results detected moderate to weak relationships among the constructs of INTICT, COMPICT, AUTICT and SOIAICT. Based on the HLM findings, complex interactions between ICT attitudes and academic performance were identified with a tendency towards positive associations between specific attitude components and high achievement levels, particularly in mathematics and science. The research identified the significance of considering student‐, school‐, and country‐level factors for high, above‐average, below‐average, and low achievers to comprehensively understand the role of ICT attitudes in shaping educational outcomes.Policymakers should design educational policies, subject‐specific strategies and ICT‐related interventions by considering the multifaceted factors influencing student performance across different subjects and achievement quartiles. Particularly at the school and country levels, contextual factors should be evaluated when designing interventions to support low achievers. [ABSTRACT FROM AUTHOR]

Introduction: This study examined the interplay between perceived feedback (PF), subjective wellbeing (SWB), and students’ sense of belonging to school (SBS). School belonging is a key factor for decisions regarding academic studies, and is usually impacted by PF. The current study explored whether SWB mediates the established relationship between PF and SBS. Method: This was achieved by applying a mediation model to PISA 2018 data from 12,058 students in four areas of China. Results: Perceived feedback positively affected students’ SBS (β  =  0.26, p  <  0.01); and that SWB partially mediated this relationship between PF and SBS (β  =  0.47, p  <  0.01). Discussion: The findings of this study have the potential to contribute to the existing literature on educational psychology and well-being. By shedding light on the mediating role of SWB, the research offers practical implications for educators and policymakers seeking to enhance students’ school belonging and other implications for their academic success. Further research can contribute to this promising area, by focusing on subjective wellbeing and its impact on a range of decisions being made by students during a critical phase of their personal and academic development. [ABSTRACT FROM AUTHOR]

Psychoemotional well-being factors have been recognized to have a significant impact on students' reading literacy. However, identifying which key psychoemotional well-being factors most significantly influence students' reading performance is still not fully explored. This research examines the psychoemotional well-being factors that distinguish the reading literacy of high-level students from low-level ones using machine learning methods in four regions of China, including Beijing, Shanghai, Jiangsu, and Zhejiang. In total, 3497 samples were drawn from the public database of the PISA 2018, including 2935 high-level students (with proficiency level at or above Level 5) and 562 low-achieving students (at Level 2 or below). By applying Recursive Feature Elimination with Cross-Validation feature selection and Support Vector Machine classifiers approach, this study successfully identifies 15 key factors (e.g., students' socioeconomic status and learning goals) from the total 25 psychoemotional well-being factors that synergistically distinguish high-level students from low-level students with a high accuracy score (0.905). Further, using the Shapley Additive exPlanations method, the feature importance of the features set is shown, and 10 factors relevant to the psychoemotional well-being show the feature importance of reading literacy of high-level students. This study provides important insights into the factors of psychoemotional well-being that influence students' reading literacy development. [ABSTRACT FROM AUTHOR]

Abstract To assess the integration of information and communication technologies (ICTs) in teaching and learning, a new construct for ICT competence was developed by the Programme for International Student Assessment (PISA) in 2022. The framework for ICT assessment involves four major dimensions; access to ICT, use of ICT, students’ ICT competencies, and subject-related ICT use. In this paper, we analysed this ICT assessment in terms of validity construction of test scores with data from PISA 2018 and investigated ICT competence in relation to the variables of mathematics, science, and reading literacy. The analyses were based on public data from PISA 2018 for Turkey (N = 6890). After removal of univariate and multivariate outliers from the Turkish sample, factor analysis, correlation analysis, and structural equation modelling were performed on 5438 data items. In the study, we confirmed the four-dimensional structure of ICT competence for the Turkish sample. In this study, the construct validity of the PISA 2018 application ICT test was verified using the Turkish sample. The ESCS variable was included as a control variable in the analyses due to its significant impact on the relevant variables. The analysis showed that the mathematical literacy scores of the PISA 2018 Turkish students were positively low affected by the availability of ICT, negatively low affected by the entertainment of ICT, and positively low affected by the interest and perceived competence in ICT, use of ICT for educational purposes at school and outside school, and the use of ICT related to the subject. Considering the ICT variables that affected the PISA 2018 students’ science literacy scores; the entertainment of ICT and the interest and perceived competence in ICT significantly low affected the students’ use of ICT on the subject. On the other hand, the availability of ICT negative significantly low affect their science literacy scores. While the entertainment of ICT negatively low affected the science literacy scores, interest and perceived competence in ICT and use of ICT for educational purposes at school and outside school positively low affected the students’ use of ICT on the subject. Finally, when we look at the ICT variables that low affected the students’ reading literacy scores; and use of ICT for educational purposes at school and outside school and the interest and perceived competence in ICT significantly positive low affected the use of ICT on the subject. On the other hand, the availability of ICT negative significantly low affect reading literacy scores. While the entertainment of ICT negatively low affected reading literacy scores; interest and perceived competence in ICT positively low affected the use of ICT on the subject.

Mathematics achievement could be influenced by cognitive and non-cognitive factors. The potential variable of cognitive factor is metacognition, whereas non-cognitive factors include Economic, Social, and Cultural Status (ESCS), resilience, life satisfaction, happiness, pride, fear, sadness, and gender. Those variables involve numerical and categorical data. For this reason, this study aims to apply the Radial Basis Function Neural Network (RBFNN) model with ensemble clustering to model the relation between cognitive and non-cognitive aspects and mathematics achievement. The RBFNN is a soft computing approach based on the neural network model and has been shown as an effective model and free of assumption. The ensemble clustering is a process in RBFNN modeling to capture the independent variables involving the numerical and categorical data. It employs K-means clustering for the numerical data and K-modes for categorical data and combines the results of those two methods. The data used in this study are published by PISA (Program for International Student Assessment) 2018. The results show that the RBFNN with ensemble clustering deliver good performance in modeling the students’ mathematics achievement based on the cognitive and non-cognitive factors in terms of prediction accuracy. Other than RBFNN model, the use of cognitive and non-cognitive factors involving in this study also contributes to the high accuracy prediction. This further emphasizes that these factors are good predictors of mathematic achievement. Additionally, we suggest the silhouette cluster validation in the clustering process, since it leads to the number of hidden neurons of the best RBFNN model.

The current study analysed the relationships between socio-economic status, migration background, and non-cognitive factors and PISA reading and mathematics achievement. The results from multi-level analyses on Sweden's PISA survey from 2018 indicate that both mathematics achievement and reading achievement are affected by SES, migration background, reading abilities, growth mindset, and the ability to master the content. Between-school level differences are explained by reading motivation and the mother's educational level. Our findings stress the importance of both socio-demographic, socio-economic, and non-cognitive factors such as reading self-concept and growth mindset for both mathematics achievement and reading achievement. [ABSTRACT FROM AUTHOR]

In the scope of this study, we delved into a thorough exploration of the intricate relationship between PISA study outcomes and a spectrum of socio-economic variables across 33 diverse countries. Our analytical approach harnessed the power of multivariate linear regression models, executed using STATA, a reliable and robust statistical software. These models served as a precise tool to effectively gauge the influence of a multitude of factors on PISA scores, thereby offering a nuanced understanding of the dynamics at play. However, we didn't stop at mere regression analysis. We further enriched our investigation by embracing the K-means clustering method. This clustering approach allowed us to classify countries into distinct groups based on shared characteristics related to PISA scores and socio-economic factors. By doing so, we unlocked a deeper layer of insight into the unique patterns and commonalities within the dataset, shedding light on the complex interplay between education, socio-economic variables, and the broader landscape of economic development. The amalgamation of these two analytical methods presented a holistic perspective, enabling us to unravel the multifaceted interactions that underlie education outcomes and socio-economic conditions. These findings, ripe with implications, offer valuable guidance for policymakers, educators, and researchers alike, as they grapple with the challenges of enhancing educational quality and promoting sustainable economic development. [ABSTRACT FROM AUTHOR]

To assess the integration of information and communication technologies (ICTs) in teaching and learning, a new construct for ICT competence was developed by the Programme for International Student Assessment (PISA) in 2022. The framework for ICT assessment involves four major dimensions; access to ICT, use of ICT, students' ICT competencies, and subject-related ICT use. In this paper, we analysed this ICT assessment in terms of validity construction of test scores with data from PISA 2018 and investigated ICT competence in relation to the variables of mathematics, science, and reading literacy. The analyses were based on public data from PISA 2018 for Turkey (N = 6890). After removal of univariate and multivariate outliers from the Turkish sample, factor analysis, correlation analysis, and structural equation modelling were performed on 5438 data items. In the study, we confirmed the four-dimensional structure of ICT competence for the Turkish sample. In this study, the construct validity of the PISA 2018 application ICT test was verified using the Turkish sample. The ESCS variable was included as a control variable in the analyses due to its significant impact on the relevant variables. The analysis showed that the mathematical literacy scores of the PISA 2018 Turkish students were positively low affected by the availability of ICT, negatively low affected by the entertainment of ICT, and positively low affected by the interest and perceived competence in ICT, use of ICT for educational purposes at school and outside school, and the use of ICT related to the subject. Considering the ICT variables that affected the PISA 2018 students' science literacy scores; the entertainment of ICT and the interest and perceived competence in ICT significantly low affected the students' use of ICT on the subject. On the other hand, the availability of ICT negative significantly low affect their science literacy scores. While the entertainment of ICT negatively low affected the science literacy scores, interest and perceived competence in ICT and use of ICT for educational purposes at school and outside school positively low affected the students' use of ICT on the subject. Finally, when we look at the ICT variables that low affected the students' reading literacy scores; and use of ICT for educational purposes at school and outside school and the interest and perceived competence in ICT significantly positive low affected the use of ICT on the subject. On the other hand, the availability of ICT negative significantly low affect reading literacy scores. While the entertainment of ICT negatively low affected reading literacy scores; interest and perceived competence in ICT positively low affected the use of ICT on the subject. [ABSTRACT FROM AUTHOR]

This study examined teachers' digital tool use through latent class analysis (LCA) and identified predictors that separated the emergent subgroups of teachers. Data from the PISA 2018 teacher questionnaire were employed to analyze the teachers' digital tool behaviors in ICT (Information and Communications Technology) strong countries: Germany, Korea, and USA. The LCA suggested three subgroups of teachers, with similar percentages in each country: 'minimal users' (Class 1: 22–33%); 'moderate users' (Class 2: 46–60%); and 'versatile users' (Class 3; 17–21%). Cross-national similarities were also found in the profile patterns of 'minimal users' and the variables predicting the subgroup membership. The single most important factor of digital tool use across the three countries was teacher training in ICT, either during pre-service training or through in-service professional development programs. Notable cross-national differences were found, however, in the profiles of 'moderate' users and their use of specific types of digital tools. Discussion concludes with practical suggestions to enhance teacher use of digital tools. [ABSTRACT FROM AUTHOR]

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This article explores the issue of careless responding in self-report measures and its impact on data quality. The study compares different methods for detecting careless responders in a cross-cultural context and finds that the rate of careless responding was higher in Singapore compared to Turkey. Removing careless responders from the dataset resulted in increased scores related to enjoyment of reading, perception of competence, and perception of difficulty. The study highlights the importance of screening data for careless responding in future research. The document provides an overview of careless responding in surveys and various methods to detect it. It discusses a study that used response time, long-string analysis, and outlier analysis to identify careless responses among Turkish and Singaporean students. The findings suggest that response time and long-string analysis are effective in identifying careless responders and improving model fit. The document also explores the differences in descriptive statistics and reliability coefficients after excluding flagged careless responders. The study recommends that researchers screen for careless responding in future studies and offers suggestions for addressing this issue. However, the results are limited to the specific sample and measures used in the study, and further research is needed to explore different identification methods and personal characteristics that may affect careless responding. [Extracted from the article]

Although teacher feedback and teacher support are believed as important predictors of student resilience, few studies have compared their effects on student resilience and explored how such effects are mediated by students' achievement goals. To address this gap, this study analysed the PISA 2018 student survey data on the four variables (i.e., student resilience, teacher feedback, teacher support and achievement goals) obtained from 41,872 participants (girls = 20,527; boys = 21,345) in six academically high-performing East Asian countries/ economies. The findings showed that (i) mastery and performance-approach goals significantly and positively predicted student resilience while the impacts of performance-avoidance goals on student resilience were negative; (ii) teacher feedback exerted a significant positive influence on student resilience both directly and indirectly, and the indirect influence was mediated by students' achievement goals; and (iii) teacher support had only an indirect significant positive effect on student resilience mediated by achievement goals. This study establishes a mediation model to associate teacher feedback and support with student resilience via students' achievement goals. It also reveals the cultural relevance of student resilience. The findings have implications for East Asian teachers to cultivate resilient students in changing times. [ABSTRACT FROM AUTHOR]

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IntroductionAdolescent psychological wellbeing has been identified as an important public health priority and one of the major challenges facing young people. However, few studies have examined the wellbeing of Canadian adolescents nationwide in the past decade, and even fewer have focused specifically on immigrant adolescents. This study aims to investigate Canadian adolescent psychological wellbeing (PWB) via nationally representative data from the Programme for International Student Assessment (PISA) 2018. We explored what social and educational factors were critical in predicting Canadian adolescents' PWB, how adolescents from immigrant families differed from their non-immigrant peers in their wellbeing, and how adolescents' PWB was related to their academic performance.MethodsA total of 22,651 Grade 8 Canadian students who participated PISA 2018 were included in this study (mean age of 15; 49.9% female; 26% immigrant students). Mixed effects modeling was adopted for data analysis.ResultsOur results showed that various social and educational factors were associated with adolescent PWB, but these relationships varied depending on which aspect of PWB was examined. Immigrant adolescents were shown to have higher levels of PWB when student attitudes toward immigrants were more positive. Additionally, most aspects of PWB were important for achievement performance.DiscussionIt is important to develop healthy and supportive school and disciplinary climates that foster students' sense of belonging. To further support the PWB of immigrant adolescents, educators can implement activities and integrate learning materials on cultural diversity into curricula, encouraging students to develop positive attitudes toward immigrants. Our findings on the PWB of Canadian adolescents could provide valuable insights for other countries with diverse populations, particularly those with significant immigrant communities.

The present study aims to explore the mediating role of reading engagement between instructional quality and reading achievement in China (B–S-J-Z) and the UK, and the pedagogical transportation that has been implemented between China and the UK since 2014. Participants in this study were from PISA 2018 where 12,058 students were from China (B–S-J-Z) and 13,818 were from the UK. Structural equation modeling (SEM) was used to explore the relationships among instructional quality, reading engagement, and reading achievement. The effect of classroom management and cognitive activation on reading achievement was significantly mediated by enjoyment of reading in both China (B–S-J-Z) and the UK. Diversity of reading was found to positively mediate the relationships between classroom management and reading achievement, and between cognitive activation and reading achievement in China (B–S-J-Z), in contrast to the mediating role of reading strategy revealed in the UK. The findings have important implications in that educators from China (B–S-J-Z) and the UK should focus on improving students’ reading interests, UK teachers may incorporate diverse sources in reading, and Chinese educators may try different reading teaching strategies. Meanwhile, educators and policymakers may give full consideration to implications based on the specific cultural background. Finally, the limitations and future directions are provided.

School bullying is widespread in countries around the world and has a continuous negative impact on the physical and mental health of students. However, few studies have explored the influence mechanism of a competitive school climate on school bullying among Chinese secondary vocational school students. This study aims to explore the relationship between a competitive school climate and bullying in secondary vocational schools in the Chinese context, as well as the mediating role of school belonging and the moderating role of gender. Logit regression analysis and a moderated mediation model were used to analyze 1964 secondary vocational students from China based on PISA 2018 data from Beijing, Shanghai, Zhejiang, and Jiangsu, China. (1) The detection rate of school bullying in secondary vocational schools in China is 17.8%, lower than the world average. (2) A competitive school climate is significantly and positively correlated with secondary vocational school students' exposure to school bullying. (3) A moderated mediation model suggests that school belonging is an important mechanism by which a competitive school climate influences the occurrence of school bullying, whereas gender moderates the direct effect of a competitive school climate and the indirect effect of school belonging, which mitigates the negative effects of a competitive school climate to some extent. The research results show that creating a healthy competitive climate in schools, cultivating students' sense of belonging, and facing up to gender differences are helpful to prevent school bullying in secondary vocational schools. [ABSTRACT FROM AUTHOR]

Bullying victimization can undermine adolescents' well‐being. However, few studies have comprehensively investigated the contributions of various victimization forms to well‐being and compared which forms were more harmful than others. Evidence on whether resilience and social support moderate such associations is also limited. Using a sample of 12,058 Chinese adolescents in the Programme for International Student Assessment (PISA) 2018, this cross‐sectional study aimed to (1) investigate the associations of physical, verbal and relational victimization with well‐being; (2) compare the strengths of these associations; and (3) examine the moderating roles of resilience and teacher and parent support in these associations. Results showed that three victimization forms were associated with poorer well‐being. Relational and physical victimization were more harmful to most studied well‐being outcomes than verbal victimization. Furthermore, resilience weakened the negative effects of physical victimization on negative affect and life satisfaction but aggravated the negative effects of verbal victimization on both outcomes and the negative effect of relational victimization on school belonging. Teacher support intensified the negative effects of physical victimization on school belonging. Parent support was not effective in regulating the victimization–well‐being association. The findings underscored the detrimental effects of bullying victimization on adolescents' well‐being and the potentially harmful sides of resilience and social support. Implications for bullying prevention were discussed. [ABSTRACT FROM AUTHOR]

There is a vast literature focusing on students' learning and academic achievement. However, less research has been conducted to explore factors that contribute to student well-being. Rooted in the ecological framework, this study aimed to compare the relative importance of the individual-, microsystem-, and mesosystem-level factors in predicting students' subjective and eudaimonic well-being. Hong Kong data from the Programme for International Student Assessment (PISA) 2018 involving 6,037 students were analyzed. Machine learning (i.e., random forest algorithm) was used to identify the most powerful predictors of well-being. This was then followed by hierarchical linear modelling to examine the parameter estimates and account for the nested structure of the data. Results showed that four variables were the most important predictors of subjective well-being: students' sense of belonging to the school, parents' emotional support, resilience, and general fear of failure. For eudaimonic well-being, resilience, mastery goal orientation, and work mastery were the most important predictors. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

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Abstract This comparative study investigated the associations between instructional practices and students’ reading performance among 10 top performing regions that participated in the Program for International Student Assessment (PISA) 2018. A nationally representative sample consisting of 80,016 15-year-old students from 5 Asian regions (B-S-J-Z [China], Singapore, Macao, Hong Kong, and Korea) and 5 Western regions (Estonia, Canada, Finland, Ireland, and Poland) were included. A secondary analysis of PISA survey and assessment data was conducted. T test and ANOVA analyses revealed systematic differences in instructional practices of the 10 regions. B-S-J-Z (China) had significantly higher levels of teacher support, teacher-directed instruction, and teacher stimulation than the other sample regions. Asian regions tended to have higher levels of teacher support, teacher-directed instruction, teacher feedback, adaptive instruction, and teacher enthusiasm compared with Western regions, although variations were also found within Asian regions or within Western regions. Hierarchical linear regression (HLR) analyses indicated that reading performance was positively predicted by teacher support, adaptive instruction, teacher stimulation, and teacher enthusiasm, but negatively predicted by teacher-directed instruction and teacher feedback. This study sheds light on the effective instructional practices for optimizing students’ reading performance across different cultural contexts.

The main aim of the article is to study the organization of the Nature subject in the competence-based teaching at schools. In recent years, the active participation of our Republic in various research programs on the assessment of student achievements has led to positive changes in textbook policy. In such programs (such as TIMSS and PISA), the reading, mathematical, and scientific literacy skills of students are studied and evaluated with specially designed tools. It should be noted that according to the results of the latest TIMSS study, our students were able to demonstrate high mathematical literacy skills. Unfortunately, their scientific literacy scores were lower than the average research score. However, the formation of scientific literacy in the natural sciences is extremely important in training competent young people for the future. In the countries whose students show high results in the TIMSS and PISA research programs (Singapore, China, South Korea, Finland, etc.), the formation of scientific literacy competence in the teaching of Natural Sciences is the main goal of national education. In the article, the way to solve the problem related to the formation of scientific literacy competence in our students at the general secondary education level with the teaching of the integrative "Nature" subject was studied; the importance and necessity of studying this subject were justified. The results of Azerbaijani students in the field of Natural Sciences in comparison with international studies are not satisfactory, the reason for this is that students do not have enough knowledge of scientific concepts and laws in Natural Sciences, and they have difficulty answering real-life situational tasks. Application importance: this theory can be implemented in general education schools.

The purpose of the present study was to understand students’ school readiness as a function of student and teacher behaviors but also school size and class size using both linear and non-linear analytical approaches. Data came from 21,903 schools distributed across 80 countries as per the 2018 cohort of the PISA database. Results pointed to a preference for the Cusp model in that the relationship between school and class sizes with achievement proved to be best described by the non-linearity of the Cusp catastrophe model. The critical benchmarks were a school size of 801 students and a class size of 27 students for which increases beyond those thresholds were linked to nonlinearity and unpredictability in school readiness. For this reason, we suggest using the cusp catastrophe model from Nonlinear Dynamical Systems Theory (NDST) to understand more fully such complex phenomena.

The relationship between socioeconomic status (SES) and academic achievement can both reflect the degree to which students' academic achievement is affected by SES and reveal detailed information about educational equity in a country/economy. Based on PISA 2018 data, this study investigated the effects of SES and its components on student academic achievement at both the student and school levels in a population of 15-year-old students from Beijing-Shanghai-Jiangsu-Zhejiang (China). Results showed the following: (1) B-S-J-Z (China) students' academic achievement was positively related to their family SES and school SES. (2) The effects of different SES components on academic achievement varied, and the most predictive variables were the father's occupational status, the father's level of education, and the mother's occupational status. (3) School disciplinary climate was shown to moderate the effects of SES on academic achievement. Drawing on the research findings, this study suggested that the government should (1) further promote education equity with a primary focus on disadvantaged student groups; (2) improve the enrolment policy and increase the diversity of student backgrounds; (3) promote teacher professional development and continuously improve school effectiveness. [ABSTRACT FROM AUTHOR]

This comparative study investigated the associations between instructional practices and students' reading performance among 10 top performing regions that participated in the Program for International Student Assessment (PISA) 2018. A nationally representative sample consisting of 80,016 15-year-old students from 5 Asian regions (B-S-J-Z [China], Singapore, Macao, Hong Kong, and Korea) and 5 Western regions (Estonia, Canada, Finland, Ireland, and Poland) were included. A secondary analysis of PISA survey and assessment data was conducted. T test and ANOVA analyses revealed systematic differences in instructional practices of the 10 regions. B-S-J-Z (China) had significantly higher levels of teacher support, teacher-directed instruction, and teacher stimulation than the other sample regions. Asian regions tended to have higher levels of teacher support, teacher-directed instruction, teacher feedback, adaptive instruction, and teacher enthusiasm compared with Western regions, although variations were also found within Asian regions or within Western regions. Hierarchical linear regression (HLR) analyses indicated that reading performance was positively predicted by teacher support, adaptive instruction, teacher stimulation, and teacher enthusiasm, but negatively predicted by teacher-directed instruction and teacher feedback. This study sheds light on the effective instructional practices for optimizing students' reading performance across different cultural contexts. [ABSTRACT FROM AUTHOR]

This article investigates the importance of global competence and its incorporation in interventions from Grade 5 to Grade 12 public education in the United Arab Emirates (UAE) to prepare learners for local and global challenges, such as sustainable development, technological innovation, climate change, etc. Using data from the Programme for International Student Assessment (PISA 2018) and a machine learning model, the study presented here reveals that three key "global competence indicators" contribute to student academic performance in both the UAE and member countries of the Organisation for Economic Co-operation and Development (OECD). These three indicators are (1) self-efficacy regarding global issues; (2) awareness of global issues; and (3) awareness of intercultural communication. The study identifies that boys attending public (UAE government-funded) K–12 schools need particular interventions to improve all three key global competence skills, while girls would benefit from building stronger self-efficacy regarding global issues and from improving awareness of intercultural communication. This article details evidence on which global competence interventions can be built and integrated with efforts to close achievement gaps in UAE K–12 public schools. The authors recommend intervention designs and target population groups which would benefit most from the findings of this research study. [ABSTRACT FROM AUTHOR]

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Building students' context awareness is an essential part of improving their reading comprehension. Readers must be able to communicate with the text in order to make sense of it. The 2018 research conducted by the Program for International Student Assessment (PISA) found that the Philippines ranked the lowest in terms of Reading Comprehension with 340 points. This is the lowest score in all countries surveyed. Aside from reading comprehension, the Philippines ranked second to the lowest in Science and Mathematics. This study proposed a module that can possibly bridge the gap between difficulties in reading comprehension and science subjects for the high school students in the Philippines. The proposed module contains topics regarding identifying main ideas and supporting details, summarizing, and reading comprehension test. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The relationship between student ICT use and learning outcomes is being debated. Few studies on the topic examined different forms of ICT use and heterogenous relationships with learning outcomes. This study addresses this gap by examining the association between different forms of ICT use and learning outcomes and by exploring variations in associations based on student-perceived ICT competence and across the learning distribution. The Japanese sample of PISA 2018 data was analyzed employing a regression approach accounting for the complexity of the PISA design and unconditional quantile regression. Results suggest that the variables student ICT use outside school for schoolwork activities and at school in general are not statistically related to reading and science achievements, but the former is weakly related to mathematics. The two forms of ICT use improve learning among students with lower ICT competence and also show statistical significance for low- and high-achieving students. Moreover, subject-related uses of ICT during lessons and outside lessons are positively associated with the three measures of learning achievements investigated. The association remains consistent by student ICT competence and across the learning distribution. In contrast, ICT use outside of school for leisure is negatively associated with all three measures of learning achievements. The association remains negative by student ICT competence and across the learning distribution. These findings suggest that education stakeholders promoting student ICT use should be cautious by considering forms of ICT use, student ICT competence, and heterogenous abilities.

This paper uses data from PISA 2018 in Germany to explore how the students'chronotype (known as larks and owls) and their academic achievement is related to truancy. We used an adapted version of the Munich Chronotype Questionnaire (MCTQ) to measure the students' chronotype. The results demonstrate a correlation between the students' social jet lag, student achievement, and truancy. Finally, we discuss the potential inclusion of chronotypes as a measure in large-scale international student assessments. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the different item functioning (DIF) of the Program for International Student Assessment (PISA) 2018 information, communication, and technology (ICT) questionnaire items based on country, gender, Economic, social, and cultural status (ESCS) variables. The sample included 29,277 15-yearold students from Eastern Europe and Central Asia (EECA) countries. The study employed the generalized partial credit model with lasso penalization, a machine learning approach, to evaluate DIF. The findings showed that two out of 21 items exhibited DIF based on country, gender, and ESCS overall. There were seven out of 21 items that showed DIF in favor of males and six out of 21 items that showed DIF in favor of females. According to ESCS, only three out of 21 items displayed DIF. All items exhibited DIF based on countries. According to the GPCMlasso coefficient, when reference group Bulgaria and focus group Georgia, Croatia, Kazakhstan, and Turkey are compared, 28%, 71%, 33%, and 33% of all items hold DIF, respectively. In pairwise comparisons, the most DIF-prone items were found between Bulgaria and Croatia, while the fewest were between Bulgaria and Georgia. [ABSTRACT FROM AUTHOR]

To assess the integration of information and communication technologies (ICTs) in teaching and learning, a new construct for ICT competence was developed by the Programme for International Student Assessment (PISA) in 2022. The framework for ICT assessment involves four major dimensions; access to ICT, use of ICT, students' ICT competencies, and subject-related ICT use. In this paper, we analysed this ICT assessment in terms of validity construction of test scores with data from PISA 2018 and investigated ICT competence in relation to the variables of mathematics, science, and reading literacy. The analyses were based on public data from PISA 2018 for Turkey (N = 6890). After removal of univariate and multivariate outliers from the Turkish sample, factor analysis, correlation analysis, and structural equation modelling were performed on 5438 data items. In the study, we confirmed the four-dimensional structure of ICT competence for the Turkish sample. In this study, the construct validity of the PISA 2018 application ICT test was verified using the Turkish sample. The ESCS variable was included as a control variable in the analyses due to its significant impact on the relevant variables. The analysis showed that the mathematical literacy scores of the PISA 2018 Turkish students were positively low affected by the availability of ICT, negatively low affected by the entertainment of ICT, and positively low affected by the interest and perceived competence in ICT, use of ICT for educational purposes at school and outside school, and the use of ICT related to the subject. Considering the ICT variables that affected the PISA 2018 students' science literacy scores; the entertainment of ICT and the interest and perceived competence in ICT significantly low affected the students' use of ICT on the subject. On the other hand, the availability of ICT negative significantly low affect their science literacy scores. While the entertainment of ICT negatively low affected the science literacy scores, interest and perceived competence in ICT and use of ICT for educational purposes at school and outside school positively low affected the students' use of ICT on the subject. Finally, when we look at the ICT variables that low affected the students' reading literacy scores; and use of ICT for educational purposes at school and outside school and the interest and perceived competence in ICT significantly positive low affected the use of ICT on the subject. On the other hand, the availability of ICT negative significantly low affect reading literacy scores. While the entertainment of ICT negatively low affected reading literacy scores; interest and perceived competence in ICT positively low affected the use of ICT on the subject. [ABSTRACT FROM AUTHOR]

Self-efficacy is a vital personal characteristic for student success. However, the challenge of cross-cultural comparisons remains as scalar invariance is hard to be satisfied. Also, it is unclear how to contextually understand student self-efficacy in light of cultural values in different countries. This study implements a novel alignment optimization method to rank the latent means of student self-efficacy of 308,849 students in 11,574 schools across 42 countries and economies that participated in the 2018 Program in International Student Assessment. We then used classification and regression trees to classified countries with differential latent means of student self-efficacy into groups according to Hofstede’s six cultural dimensions theory. The results of the alignment method recovered that Albania, Colombia, and Peru had students with the highest mean self-efficacy, while Slovak Republic, Moscow Region (RUS), and Lebanon had the lowest. Moreover, the CART analysis indicated a low student self-efficacy for countries presenting three features: (1) extremely high power distance; (2) restraint; and (3) collectivism. These findings theoretically highlighted the significance of cultural values in shaping student self-efficacy across countries and practically provided concrete suggestions to educators on which countries to emulate such that student self-efficacy could be promoted and informed educators in secondary education institutes on the international expansion of academic exchanges. [ABSTRACT FROM AUTHOR]

This study aims to identify the profiles regarding students' familiarity with information and communication technology (ICT) and their relationships to reading literacy and background variables for high-performing countries in PISA 2018. We distinguished four classes in each of the six countries (Estonia, Hong Kong, Ireland, New Zealand, Poland, and Sweden), three classes in Finland and Korea, two classes in Macao, and five classes in Singapore. In most countries, the class with the highest perceived autonomy related to ICT use and low use of ICT at school showed the highest reading literacy. In contrast, the class with the highest overall ICT familiarity had the lowest reading literacy. Classes with a high ICT familiarity tended to have a higher proportion of male students. Finally, the SES of the class with the lowest ICT familiarity was significantly lower than that of other classes. [ABSTRACT FROM AUTHOR]

La idoneidad profesional docente es un constructo complejo que no solo se manifiesta en un conjunto variado de efectos, sino también en la evolución de su intensidad con el tiempo. En este contexto, la formación inicial, la formación permanente y las capacidades docentes reconocidas por los propios profesores constituyen aspectos clave para la definición de las políticas o para su corrección. Por otra parte, el diagnóstico diferencial, en función del nivel socioeconómico y cultural de los centros, es recomendable para ajustar las políticas compensatorias centradas en el factor profesorado. El estudio proporciona un diagnóstico empírico de todos estos elementos, a nivel nacional y territorial, mostrando los siguientes resultados: (1) la falta de formación inicial del profesorado en la materia que imparte arroja cifras moderadas que, particularmente en el caso de la Tecnología y de las Matemáticas, pueden considerarse preocupantes, en especial en algunos territorios; (2) la existencia de necesidades reconocidas de formación en aspectos clave de la enseñanza que afectan a entre la cuarta y la tercera parte de los profesores encuestados y que es superior en los centros desaventajados; (3) solo la mitad del profesorado que imparte ESO se considera suficientemente competente para cumplir con el conjunto de requerimientos.

In the face of Hong Kong's high grade-retention rates, this study aimed to investigate how Hong Kong secondary schools' grade-retention composition is associated with student performance and socioeconomic inequality in student performance. As the research questions involved analysis at the school and student levels, this study employed hierarchical linear modelling to analyse the Programme for International Student Assessment (PISA) 2018 data. While grade retention was often suggested to have a negative impact on repeaters' performance in studies using the same-age comparison strategy, this study found that a higher proportion of retained students at school was not associated with a reduction in students' performance. However, greater socioeconomic inequality in student achievement was found in schools with higher retention rates. In addition to providing plausible explanations for these findings, this paper discusses the potential role of the government's retention policies in these respects. [ABSTRACT FROM AUTHOR]

A growing body of research has examined the relations of dispositions toward information and communication technology (ICT) to intercultural competence among university students. However, there is little research exploring the associations between ICT-related dispositions and intercultural competence among adolescent students. The mechanism of such relationships also remains unknown. Therefore, from a self-determination theory perspective, this study investigated the relationships of perceived autonomy, competence, and relatedness in ICT usage with global competence—intercultural knowledge, skills and attitudes—among 17,055 15-year-old students from Hong Kong, Macau and Taiwan in PISA 2018. Results of Multilevel Structural Equation Modelling (MSEM) analyses indicated that perceived autonomy in ICT use, perceived competence in ICT use and perceived relatedness in ICT use all positively affected intercultural knowledge, skills and attitudes. Further, the results of the study revealed that the use of social media was a partial mediator in the relationship between perceived autonomy/competence in ICT use and intercultural knowledge/skills; and between perceived relatedness/competence in ICT use and intercultural attitudes. Our findings emphasized the importance of satisfying students' ICT-related needs and acknowledged the role of the use of social media in cultivating their global competence. Implications for teachers, schools and parents were discussed. [ABSTRACT FROM AUTHOR]

Background: The growth of teaching practices conducted to promote cognitive activation and active participation in the classroom in recent years has become the epicentre of an active debate regarding their effectiveness. Objectives: This study is aimed to shed some light on this topic by empirically analysing the causes and consequences of more modern strategies in Spanish secondary schools. Methods: The database used in the study was PISA 2018. In order to analyse the causes behind the teaching style followed by teachers, a logit model was used. Likewise, to analyze the consequences that a modern teaching style has on students at the age of 15, we used propensity score analysis techniques. Results and Conclusions: Regarding the results obtained through a logit model, it is shown that the likelihood of a modern teaching style decreases if teachers work for a state school or if they usually apply traditional strategies. Similarly, this series of practices are shown to be more common in schools where teachers and students make greater use of digital devices. The second section of results, focused on analysing the effect this type of teaching strategies has on cognitive, non‐cognitive and wellbeing among students, show that, on the one hand, modern teaching style negatively affects students' performance in mathematics, science or language. On the other hand, modern teaching style has been shown to contribute to improving the students' well‐being, motivation and cooperation, only being significant the latter. Moreover, this teaching style contributes to reducing bullying among students. Lay Description: What is already known about this topic: Modern teaching style is gaining increased popularity.Teaching style is determined by students characteristics, performance and characteristics of the teacher and the class in general.There is not an agreed‐upon hypothesis on the impact of a modern teaching style on the academic results obtained by students. What this paper adds: This study analyses empirically the factors that explain modern teaching practices at secondary schools.Modern teaching practices are negative associated with more traditional practices, being more common this style between teachers that work at private school or use more digital services, among others.Reports the first analysis, taking into account teacher and students responses about teacher style, on the effects of modern teaching practice on cognitive, non‐cognitive and wellbeing among students. Implications for practice and/or policy: Knowing the factors behind the teaching style followed by teachers can be useful in trying to adapt teaching strategies to the needs of students.Modern teaching style can be good ally to promote collaborative practices among students.Modern teaching style should be complemented with traditional practices, like summaries previous class or advice students to achieve goals, which the literature has demonstrated to be effective to improve mathematics or reading competences.Teaching style adopted by the teachers can be decisive in improving the educational system as a whole. [ABSTRACT FROM AUTHOR]

Copyright of Croatian Journal of Education / Hrvatski Časopis za Odgoj i Obrazovanje is the property of Uciteljski Fakultet u Zagrebu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to determine variables predicting students' reading literacy in the PISA application. Turkey's PISA 2018 sample data that consisted of 186 schools and 6890, representing 12 regions from Turkey were analyzed by conducting a two-level hierarchical linear modeling to examine students' reading literacy at the student and school levels. The results indicated that, according to the student-level predictors, female students had higher reading literacy and the reading literacy was positively influenced by an increase in predictors of father's education level, predictors showing metacognition levels, socioeconomic levels, parents' emotional support to the students, reading pleasure levels, and reading attitudes. Considering the school-level predictors, deficiencies in educational materials and student behaviors hindering learning reduced achievement, whereas teacher behaviors hindering learning had a positive effect on achievement. Offering extracurricular creative activities in the school environment reduced the negative impact of the educational status of the mother to a certain extent. The sub-dimension of the metacognitive level assessment had an increased impact on reading literacy, but student behaviors hindering learning had a negative effect on it. Considering the findings, the reasons for the low level of reading literacy of students and how it can be increased were discussed. [ABSTRACT FROM AUTHOR]

Previous studies on student well-being have focused on a limited number of factors. However, well-being is facilitated or hindered by many different factors. Therefore, focusing on a limited set of constructs could lead to an incomplete understanding of the various factors that predict student well-being. The current study drew on the Programme for International Student Assessment (PISA) dataset to understand the importance of background, non-cognitive/metacognitive, and schooling constructs in understanding well-being. This study focused specifically on understanding different well-being dimensions including positive affect, negative affect, life satisfaction, and eudaimonic well-being. The data were from 12,058 15-year-old Chinese students from Beijing, Shanghai, Jiangsu, and Zhejiang. China presents an interesting case given its high levels of achievement but low levels of well-being. Using a machine learning approach (i.e., random forest regression), the results indicated that factors belonging to "non-cognitive/metacognitive" and "schooling" constructs were found to be the most important predictors of well-being. More specifically, students' positive affect and life satisfaction were best predicted by school belonging and resilience. Negative affect was best accounted for by school belonging and fear of failure. Eudaimonic well-being was best predicted by resilience and work mastery. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

School bullying is widespread in countries around the world and has a continuous negative impact on the physical and mental health of students. However, few studies have explored the influence mechanism of a competitive school climate on school bullying among Chinese secondary vocational school students. This study aims to explore the relationship between a competitive school climate and bullying in secondary vocational schools in the Chinese context, as well as the mediating role of school belonging and the moderating role of gender. Logit regression analysis and a moderated mediation model were used to analyze 1964 secondary vocational students from China based on PISA 2018 data from Beijing, Shanghai, Zhejiang, and Jiangsu, China. (1) The detection rate of school bullying in secondary vocational schools in China is 17.8%, lower than the world average. (2) A competitive school climate is significantly and positively correlated with secondary vocational school students’ exposure to school bullying. (3) A moderated mediation model suggests that school belonging is an important mechanism by which a competitive school climate influences the occurrence of school bullying, whereas gender moderates the direct effect of a competitive school climate and the indirect effect of school belonging, which mitigates the negative effects of a competitive school climate to some extent. The research results show that creating a healthy competitive climate in schools, cultivating students’ sense of belonging, and facing up to gender differences are helpful to prevent school bullying in secondary vocational schools.