2014
DOI: 10.1016/j.postcomstud.2014.01.001
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Determinants of educational outcomes: Analysis of the Republic of Tatarstan

Abstract: This paper studies the determinants of educational outcomes in the Republic of Tatarstan, Russia. Using principle component analysis, least squares with robust standard errors, and probit models, I found that family resources, including socioeconomic status, cultural and social capital, show a statistically significant effect on educational achievements and plans about educational trajectories. However, little of the variation in the dependent variables can be explained by variation in family resources. In Tat… Show more

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Cited by 10 publications
(28 citation statements)
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References 16 publications
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“…Age and gender were negative and statistically significant at the 1% level (Table 2), which means that older and male students are more likely of having obtained lower school grades. This gender gap, where girls outperform boys, has been already noted in the Russian literature and its explanation is still a question for future research (20,22,23). Furthermore, here the results indicated differences in the effects of the practice of sports on school grades depending on gender.…”
Section: Discussionsupporting
confidence: 75%
“…Age and gender were negative and statistically significant at the 1% level (Table 2), which means that older and male students are more likely of having obtained lower school grades. This gender gap, where girls outperform boys, has been already noted in the Russian literature and its explanation is still a question for future research (20,22,23). Furthermore, here the results indicated differences in the effects of the practice of sports on school grades depending on gender.…”
Section: Discussionsupporting
confidence: 75%
“…настойчиво сти и энтузиазма по отношению к долгосрочным целям (Duckworth et al, 2007). В ряде исследований изучалась связь между образовательным дости жением школьников в России и их социально-экономическим статусом (СЭС), социальным капиталом, культурным капиталом и ассертивностью (Рощина, 2012;Товар-Гарсиа, 2013aRoshchina, 2010;Tovar-Garcia, 2013, 2014. Полученные результаты подтверждают теории семейного про исхождения и показывают положительное влияние ассертивности на акаде мические достижения.…”
Section: Introductionunclassified
“…Однако значимость ключевых теоретических предикторов оказалась низкая, кроме того, были обнаружены другие интерес ные результаты, не укладывающиеся в распространенные теоретические модели. Например, в Татарстане девушки и дети, говорящие по-татарски, более успешны в обучении (Товар-Гарсиа, 2013б;Tovar-Garcia, 2014). Этот результат свидетельствует о роли билингвизма в образовательной успеваемо сти (Alos i Font, Tovar-Garcia, 2015;Tovar-Garcia, Alos i Font, 2017;Tovar-Garcia, Podmazin, 2018).…”
Section: Introductionunclassified
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“…In Russia, previous studies focused on the impact of family background (including cultural and social capital) on educational outcomes, where students with high levels of family resources obtain better results (Roshchina, 2010;Tovar-García, 2013, 2014. GRIT has been used as a predictor, but mainly it was a control variable in regression analysis, where the results showed the positive effects of GRIT on educational outcomes (Tovar-García, 2013, 2014. Previous studies on educational outcomes of migrants in Russia, and around the world, did not consider the role of GRIT (Kamaev & Tovar-García, 2016;Tovar-García, in press).…”
mentioning
confidence: 99%