Objective and subjective factors associated with Spanish students’ performance in science in PISA 2015 / Factores objetivos y subjetivos asociados al rendimiento del alumnado español en ciencias en PISA 2015

Madrona, Pedro Gil; Martínez-López, María Ángeles; Sáez-Sánchez, María-Belén

doi:10.1080/11356405.2019.1656485

Cited by 4 publications

(5 citation statements)

References 67 publications

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“…In this sense, our findings are in line with those reported by Antonelli-Ponti et al (2021) who pointed out a positive relationship between parental support and students' mathematical literacy and with those highlighted by Rusteholz and Mediavilla (2022) in pointing out that bullying harms mathematical achievement. In addition, school climate, as measured in the present work in accordance with student perceptions of competitiveness and cooperation, was demonstrated to have a meaningful impact on the outcomes obtained by students in Mathematics, as proved by Gil-Madrona et al (2019) in the area of science.…”

Section: Discussionsupporting

confidence: 59%

Advances in the Contributions of Mathematics in the Field of Education and Psychology

Méndez,

Pedro Martínez-Ramón,

Lagos San Martín

et al. 2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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Section: Discussionsupporting

confidence: 59%

Advances in the Contributions of Mathematics in the Field of Education and Psychology

Méndez,

Pedro Martínez-Ramón,

Lagos San Martín

et al. 2024

Frontiers Research Topics

View full text Add to dashboard Cite

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“…In this sense, our findings are in line with those reported by Antonelli-Ponti et al (2021) who pointed out a positive relationship between parental support and students’ mathematical literacy and with those highlighted by Rusteholz and Mediavilla (2022) in pointing out that bullying harms mathematical achievement. In addition, school climate, as measured in the present work in accordance with student perceptions of competitiveness and cooperation, was demonstrated to have a meaningful impact on the outcomes obtained by students in Mathematics, as proved by Gil-Madrona et al (2019) in the area of science.…”

Section: Discussionsupporting

confidence: 59%

“…Another variable in the school environment that significantly influences student literacy according to studies based on the analysis of PISA data is the classroom climate ( Ruíz de Miguel, 2009 ; de Jorge-Moreno, 2016 ). In Spain, the work of Gil-Madrona et al (2019) , based on the analysis of PISA 2015 data, found that while students’ anxiety had a negative impact on their science literacy, their sense of belonging to the school and cooperation among students had a positive impact. On the other hand, Rusteholz and Mediavilla (2022) showed bullying to have a negative impact on the literacy in all of the areas evaluated by the PISA in 2018.…”

Section: Introductionmentioning

confidence: 99%

Does the psychoemotional well-being of Spanish students influence their mathematical literacy? An evidence from PISA 2018

2023

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Data from international studies reveal that the mathematics literacy of Spanish students is significantly lower than that of students from nearby countries. Therefore, in recent years, interest in identifying the factors that influence students’ mathematics results in Spain has grown considerably. Often, these factors are sought among the socioeconomic characteristics of the students or among variables related to the schools, ignoring the psychological and emotional factors of the students. This paper analyzes the impact of certain psychoemotional characteristics of Spanish students on their literacy in mathematics. For this purpose, multilevel regression models are applied to the data of the Spanish sample of the 2018 edition of PISA (Programme for International Student Assessment), which is composed of 35,943 15-year-old students. The instruments for data collection are the mathematics literacy tests and the contextual questionnaires on students’ personal situation and well-being used by PISA. As dependent variable, students’ mathematics literacy has been considered, measured through the plausible values provided by PISA, and as independent variables, different indices measuring students’ psychoemotional well-being obtained from the contextual information collected by PISA. Results indicate that resilience, motivation for the achievement of learning objectives, competitiveness, perceived cooperation at school, and social connectedness with parents have a positive impact on students’ mathematics literacy, while experiences related to bullying, physical self-concept, meaning in life and perceived competitiveness at school have a negative impact.

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“…Contrary to TIMSS, both Scandinavian countries have achieved average PISA science achievement scores that were both below (2009in Sweden, 2006 and above ( , 20152015 in Norway) the international PISA average (which varies between administrations). However, there is a notable difference in trends of their scores.…”

Section: Introductionmentioning

confidence: 72%

“…Not all students participate in large-scale assessments like TIMSS and PISA, but most participate in national assessments of their achievements in various subjects and teacher-based tests. There are also indications that tests have some negative consequences, as there is limited time for learning in school, and tests raise students' stress levels which is also highlighted in PISA 2015 by focusing on students' well-being (OECD, 2017a) as well as in research based on PISA 2015 (see, e.g., Gil-Madrona et al, 2019). Thus, it is crucial to ensure that the assessment instruments (subject tests and questionnaires) provide reliable and useful information about the concepts and abilities they are intended to measure in order to promote equitable school development and student success.…”

Section: Introductionmentioning

confidence: 99%

TIMSS vs. PISA: what can they tell us about student success?—a comparison of Swedish and Norwegian TIMSS and PISA 2015 results with a focus on school factors

Laukaityte,

Rolfsman,

Wiberg

2024

Front. Educ.

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This paper explores the measurement capabilities of the Trends in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA) in assessing school factors that influence student performance. We specifically focus on the 2015 assessments of the science performance of eighth graders in Sweden and Norway. This was the latest year when the two assessments were conducted in the same year and science was the major subject area in the PISA assessment, which was essential for maximizing the assessments’ comparability. Using multilevel models, the study identifies common and unique factors across the assessments and investigates the factors that influence student performance at different proficiency levels. The findings highlight the importance of school-level factors, which are significant in both assessments. Moreover, both assessments provide information on overlapping sets of factors that have varying influence on the performance of students with different proficiency levels. Overall, there are limited common factors between TIMSS and PISA. School factors vary between low-performing and high-performing schools, with differing significance in Norway and Sweden. The results indicate that TIMSS and PISA assessments offer complementary information, particularly for low-performing schools. Our findings suggest that different school types may benefit or suffer from distinct school factors. The findings are relevant for both educational professionals and policy-makers.

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Objective and subjective factors associated with Spanish students’ performance in science in PISA 2015 / Factores objetivos y subjetivos asociados al rendimiento del alumnado español en ciencias en PISA 2015

Cited by 4 publications

References 67 publications

Advances in the Contributions of Mathematics in the Field of Education and Psychology

Advances in the Contributions of Mathematics in the Field of Education and Psychology

Does the psychoemotional well-being of Spanish students influence their mathematical literacy? An evidence from PISA 2018

TIMSS vs. PISA: what can they tell us about student success?—a comparison of Swedish and Norwegian TIMSS and PISA 2015 results with a focus on school factors

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