School emphasis on academic success: exploring changes in science performance in Norway between 2007 and 2011 employing two-level SEM

Nilsen, Trude; Gustafsson, Jan‐Eric

doi:10.1080/13803611.2014.941371

Cited by 49 publications

(64 citation statements)

References 27 publications

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“…1, one well-established school climate construct is school emphasis on academic success (SEAS), which has remained unaltered for more than a decade. This construct has been shown to have high reliability (Martin et al 2013;Nilsen and Gustafsson 2014) and strong predictive power across almost all countries participating in TIMSS 2011 (Martin et al 2013). Conceptually, SEAS reflects the collective beliefs, capability and trust among the members of the school institution (namely, students, parents, teachers, and school leaders) (Hoy et al 2006;Martin et al 2013;Nilsen and Gustafsson 2014).…”

Section: School Emphasis On Academic Successmentioning

confidence: 99%

“…This construct has been shown to have high reliability (Martin et al 2013;Nilsen and Gustafsson 2014) and strong predictive power across almost all countries participating in TIMSS 2011 (Martin et al 2013). Conceptually, SEAS reflects the collective beliefs, capability and trust among the members of the school institution (namely, students, parents, teachers, and school leaders) (Hoy et al 2006;Martin et al 2013;Nilsen and Gustafsson 2014). Schools with high levels of SEAS promote a clear priority of and ambition for academic success (Hoy et al 2006;Martin et al 2013).…”

Section: School Emphasis On Academic Successmentioning

confidence: 99%

“…An important aspect of school climate is school emphasis on academic success (SEAS) (Hoy et al 2006;Martin et al 2013;Nilsen and Gustafsson 2014). Conceptually SEAS reflects a clear priority of and ambition for academic success (Martin et al 2013;Nilsen and Gustafsson 2014). Previous research has shown that SEAS is one of the strongest predictors of achievement at the school-level across a large number of countries (Martin et al 2013).…”

Section: Introductionmentioning

confidence: 99%

“…A number of studies within this field have demonstrated that students' educational outcomes are influenced by school climate (Creemers and Kyriakides 2010;Hoy et al 2006;Thapa et al 2013;Wang and Degol 2015). An important aspect of school climate is school emphasis on academic success (SEAS) (Hoy et al 2006;Martin et al 2013;Nilsen and Gustafsson 2014). Conceptually SEAS reflects a clear priority of and ambition for academic success (Martin et al 2013;Nilsen and Gustafsson 2014).…”

Section: Introductionmentioning

confidence: 99%

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The Impact of School Climate and Teacher Quality on Mathematics Achievement: A Difference-in-Differences Approach

Gustafsson

Nilsen

2016

IEA Research for Education

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The aim of the study was to investigate causal effects of aspects of teacher quality and school climate on mathematics achievement through use of country-level longitudinal data. By investigating within-country change over time, biasing influence from omitted variables in the form of fixed country characteristics is avoided, thereby increasing the likelihood of making correct causal inferences. Data from 38 countries participating in both TIMSS 2007 and TIMSS 2011 were analyzed with structural equation modeling techniques, using both latent and manifest variables. The analyses focused aspects of teacher quality (educational level, teaching experience and major academic discipline studied, professional development, and self-efficacy) and an aspect of school climate referred to as school emphasis on academic success (SEAS). Results showed that the teachers' attained level of education had effects on mathematics achievement. Quite substantial effects of professional development on student achievement were also identified. Teacher self-efficacy, as assessed by self-reports of preparedness for teaching in different domains, showed a weakly positive, but insignificant relation to student achievement. The teacher characteristics years of teaching experience and major academic discipline studied had no effect on student achievement. SEAS did not satisfy ideals of unidimensionality, and only items reflecting parental support for student achievement and students' desire to perform well were significantly related to student achievement. OECD and non-OECD countries showed similar results and could not be differentiated.

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Section: School Emphasis On Academic Successmentioning

confidence: 99%

Section: School Emphasis On Academic Successmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Impact of School Climate and Teacher Quality on Mathematics Achievement: A Difference-in-Differences Approach

Gustafsson

Nilsen

2016

IEA Research for Education

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“…Tilsvarende resultater er også rapportert for norske elever. Resultater fra Trends in International Mathematics and Science Study (TIMSS) 2015 viste for eksempel at Norge har et godt skolemiljø sammenlignet med mange andre land, og at kvaliteten på skolemiljøet har relativt sterk sammenheng med norske elevers prestasjoner i matematikk og naturfag på 5. og 9. trinn (Nilsen, 2016;Nilsen & Gustafsson, 2014). I denne artikkelen er det sammenhenger mellom skolemiljø og elevenes leseferdighet på 4. og 5. trinn som undersøkes.…”

Section: Introduksjonunclassified

7 Er det sammenheng mellom skolemiljø og elevenes leseferdigheter?

Solheim¹,

Gabrielsen²

2017

Klar Framgang!

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7Er det sammenheng mellom skolemiljø og elevenes leseferdigheter?ODDNY JUDITH SOLHEIM OG EGIL GABRIELSEN SAMMENDRAG I denne artikkelen undersøker vi sammenhenger mellom leseferdighet og ulike aspekter ved skolemiljø. Vi sorterer skolemiljø inn under fire hovedkategorier: laeringsmiljø, fellesskap, trygghet og skolens rammefaktorer. Resultatene fra PIRLS 2016 viser at Norge har et godt skolemiljø sammenlignet med andre nordiske land og i et internasjonalt perspektiv. Videre finner vi klare sammenhenger mellom skolemiljø og leseferdighet. Forhold knyttet til kategoriene fellesskap og trygghet ser ut til å ha størst betydning.NØKKELORD leseferdighet | skolemiljø | laeringsmiljø | fellesskap | trygghet | skolens rammefaktorer ABSTRACT In this article, we investigate connections between reading literacy and aspects of the school environment. We divide school environment into four main categories: academic environment, community, safety and institutional environment. Results from PIRLS 2016 indicate that Norway has a good school environment both compared to other Nordic countries and from an international perspective. Further, we find clear connections between school environment and reading literacy. Aspects related to the categories of community and safety seems to be most important.

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How to improve academic achievement of students? The influence of academic emphasis on academic achievement with the mediating roles of school belonging, student engagement, and academic resilience

Baş

2024

Psychology in the Schools

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The purpose of this research was to examine the influence of academic emphasis on academic achievement, with the mediating roles of school belonging, student engagement, and academic resilience. The research adopted a cross‐sectional model, with a sample of 452 participants selected through a two‐stage stratified sampling procedure from public primary, middle, and high schools, including students (n = 400) and school principals (n = 52). The research adopted Academic Emphasis Scale, School Belonging Scale, Student Engagement Scale, and Academic Resilience Scale as data collection tools. Also, for determining academic achievement, students' grade point average scores in reading, mathematics, and science were used. Structural equation modeling was used to test the hypothetical model created based on the research variables, by using Mplus 8.3. The results of the research indicated that there were positive associations between variables. The research also showed that the measurement model provided a good fit to the data, with displaying statistically significant paths. The research suggested that academic emphasis has a positive influence on academic achievement, with school belonging, student engagement, and academic resilience playing mediating roles.

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School emphasis on academic success: exploring changes in science performance in Norway between 2007 and 2011 employing two-level SEM

Cited by 49 publications

References 27 publications

The Impact of School Climate and Teacher Quality on Mathematics Achievement: A Difference-in-Differences Approach

The Impact of School Climate and Teacher Quality on Mathematics Achievement: A Difference-in-Differences Approach

7 Er det sammenheng mellom skolemiljø og elevenes leseferdigheter?

How to improve academic achievement of students? The influence of academic emphasis on academic achievement with the mediating roles of school belonging, student engagement, and academic resilience

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