PISA Maths-Reading index and its relationship with gender and levels of performance

IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH International Journal of Educational Research Pub Date : 2024-01-01 DOI:10.1016/j.ijer.2024.102440
Susana Nieto-Isidro, Fernando Martínez-Abad
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Abstract

The Spanish PISA 2018 students sample (>35,900 fifteen-year-old students) has been analysed by calculating the Mathematics minus Reading scores of all individuals in the sample, relating this Maths-Reading index to the personal and educational characteristics of the respondents. Results of the first step of the analysis show that the positive Maths-Reading Index values (higher scores in maths than in reading) are mainly related to gender, and negative values (higher scores in reading) are mainly related to the joy of reading and to a series of factors linked to interest and respect for other cultures, among others. Subsequently, the individual level of global performance is taken into account with a cluster analysis generating groups of high, medium and low performers. Changes in factors affecting the Maths-Reading index when this level-based grouping is considered are analysed, showing the importance of grade repetition for low performers and the influence of socio-economic factors for medium performers, while high performers are affected especially by non-cognitive aspects such as self-concept or expected occupational status. Finally, combined effects of gender and level of performance are taken into account, showing that the factors affect male and female students differently for the disparate performance-based groups. This study contributes to a more precise knowledge of the main factors associated with students’ tendency to have better scores in mathematical items than in reading items or vice versa, and to distinguish the differential role of personal and environmental factors not only globally, but also when gender and performance levels are taken into account. Studying this personal tendency is significant as it is related to students’ study choice, especially Science-Technology-Engineering-Mathematics (STEM) degrees.

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PISA 数学阅读指数及其与性别和成绩水平的关系
通过计算样本中所有个体的数学减去阅读得分,将这一数学-阅读指数与受访者的个人和教育特征联系起来,对西班牙 PISA 2018 学生样本(>35,900 名 15 岁学生)进行了分析。第一步的分析结果表明,数学-阅读指数的正值(数学得分高于阅读得分)主要与性别 有关,负值(阅读得分高于数学得分)主要与阅读的乐趣以及对其他文化的兴趣和尊重等 一系列因素有关。随后,通过聚类分析,产生了高、中、低成绩组别,从而考虑到了个人的总体成绩水平。分析表明,留级对成绩差的学生很重要,社会经济因素对成绩中等的学生也有影响,而成绩好的学生尤其受到自我概念或预期职业地位等非认知方面的影响。最后,研究还考虑了性别和成绩水平的综合影响,结果表明,对于不同成绩的群体,这些因素对男女学生的影响是不同的。这项研究有助于更准确地了解与学生数学成绩优于阅读成绩或反之亦然的倾向有关的主要因素,并区分个人因素和环境因素的不同作用,不仅在总体上如此,而且在考虑性别和成绩水平时也是如此。研究这种个人倾向意义重大,因为它与学生的学习选择有关,特别是科学-技术-工程-数学(STEM)专业。
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来源期刊
International Journal of Educational Research
International Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.20
自引率
3.10%
发文量
141
审稿时长
21 days
期刊介绍: The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.
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