The influence of SES, migration background, and non-cognitive abilities on PISA reading and mathematics achievement: evidence from Sweden

Boman, Björn; Wiberg, Marie

doi:10.1007/s10212-024-00805-w

Eur J Psychol Educ

2024

DOI: 10.1007/s10212-024-00805-w

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The influence of SES, migration background, and non-cognitive abilities on PISA reading and mathematics achievement: evidence from Sweden

Björn Boman,

Marie Wiberg

Abstract: 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 edu… Show more

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Cited by 4 publications

References 58 publications

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Human capital indicators as influenced by SES, cognitive and non-cognitive skills: evidence from Taiwan’s PISA performance

Boman

2024

SN Soc Sci

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Taiwan’s high performance in the PISA surveys has not been unnoticed by researchers. However, both individual level research and cross-national research which is relevant for Taiwan’s PISA achievement is typically lacking, especially as regards later surveys. This article examined Taiwan’s PISA mathematics and reading achievement in 2018, using individual level data (Valid N = 6863) and cross-national data with aggregated data for 77 countries. At the individual level, socioeconomic and non-cognitive variables explain the most variance of PISA mathematics and reading. At the cross-national level, cognitive ability and average income were statistically significant with cognitive ability as the strongest predictor. As Taiwan has a high level of average cognitive ability it may regarded as a strong comparative advantage with regard to human capital.

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Human capital indicators as influenced by SES, cognitive and non-cognitive skills: evidence from Taiwan’s PISA performance

Boman

2024

SN Soc Sci

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Investigating the effects of linguistic distance on German and English reading and mathematics among fifth-graders in Germany

Jaekel,

Schurig,

Schwinning

et al. 2024

Learning and Individual Differences

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Intercultural competence in multimodal reading comprehension: content validation of a didactic proposal for a multicultural classroom

Mardones,

Sotomayor,

Escobar

2024

Front. Educ.

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Globally, school classrooms are becoming more and more multicultural, since migration is a phenomenon that has an impact on a planetary level. In Latin America and the Caribbean, different migration flows have occurred in the last 10 years, as a result of natural disasters, political instability, and the search for optimal wages, among other reasons. The migrant population carries with them their cultural identity, which is reflected in the classroom. In the Chilean case, there are schools with a high percentage of Latin American migrant students, which implies an intercultural pedagogical challenge. In the context of learning reading comprehension, data emerge that place migrant students on the SIMCE Reading test with lower scores than local students. Reading performance may have causes in the access gap as an educational level. However, despite the origins of this inequality, there is an immediate need to intervene didactically in the classroom to enhance reading comprehension in multicultural contexts. The preliminary results of a larger research that had as one of its objectives to design and validate the content of a didactic proposal to enhance multimodal reading comprehension by integrating intercultural competence in school contexts with the integration of migrant students are reported. This study uses the quantitative method with a non-experimental and cross-sectional design. Twelve class sessions were designed with their didactic material. Fifteen expert judges validated the proposal. The instrument used was a validation guideline built ad hoc for the research. For the analysis, the agreement of the judges was calculated using the relevance index, Aiken’s V and Lawshe’s content validity ratio. It was possible to obtain a coherent and consistent didactic proposal, which would allow it to be implemented in multicultural school contexts. A didactic proposal is obtained that addresses both the guidelines of intercultural competence and the didactics of language for the understanding of multimodal genres, considering the cultural identity of the students. It is considered that both perspectives in multicultural contexts can be approached at the same time without losing the development of understanding.

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The influence of SES, migration background, and non-cognitive abilities on PISA reading and mathematics achievement: evidence from Sweden

Cited by 4 publications

References 58 publications

Human capital indicators as influenced by SES, cognitive and non-cognitive skills: evidence from Taiwan’s PISA performance

Human capital indicators as influenced by SES, cognitive and non-cognitive skills: evidence from Taiwan’s PISA performance

Investigating the effects of linguistic distance on German and English reading and mathematics among fifth-graders in Germany

Intercultural competence in multimodal reading comprehension: content validation of a didactic proposal for a multicultural classroom

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