A. Nisskaya, D.R. Akhmedjanova, R.M. Bayramyan, E.G. Lizunova
This article focuses on the issues of low academic results. Research on the role of children’s early educational experiences highlights the important role of kindergartens, socioeconomic status (SES[1]), cultural capital (CC[2]), and other family characteristics for future educational outcomes. The goal of this paper is to investigate the relationship of SES and CC with academic achievement of children in elementary school, using a sample of 5235 students of the first (n=2574) and fourth (n=2661) grades of secondary schools from the Nizhny Novgorod region of Russia. The academic results were measured using the “Start” and “Progress” tests; the information about family and educational experiences was collected using family surveys. The results suggest that children with low academic achievement typically reside in in rural areas and mostly come from families with low SES. The results indicated that in the fourth grade, the academic results of the children who didn´t attend a kindergarten are higher than the results of the children who did. Nevertheless, this result refers only to a sample of fourth graders with medium and high academic achievement, coming from families with high SES and CC. These results contradict the findings from Russian and foreign studies on the role of early educational experiences. Therefore, the results from this study should be interpreted with caution and require additional rigorous examination. [1] Socio-economic status includes such indicators as level of education of parents, place of residence, family wealth, etc. [17; 19]. [2] Cultural capital includes social attitudes, values, knowledge and educational qualifications [10].
{"title":"Relations between Early Educational and Family Experiences and Academic Outcomes of Elementary School Students","authors":"A. Nisskaya, D.R. Akhmedjanova, R.M. Bayramyan, E.G. Lizunova","doi":"10.17759/pse.2023280506","DOIUrl":"https://doi.org/10.17759/pse.2023280506","url":null,"abstract":"This article focuses on the issues of low academic results. Research on the role of children’s early educational experiences highlights the important role of kindergartens, socioeconomic status (SES[1]), cultural capital (CC[2]), and other family characteristics for future educational outcomes. The goal of this paper is to investigate the relationship of SES and CC with academic achievement of children in elementary school, using a sample of 5235 students of the first (n=2574) and fourth (n=2661) grades of secondary schools from the Nizhny Novgorod region of Russia. The academic results were measured using the “Start” and “Progress” tests; the information about family and educational experiences was collected using family surveys. The results suggest that children with low academic achievement typically reside in in rural areas and mostly come from families with low SES. The results indicated that in the fourth grade, the academic results of the children who didn´t attend a kindergarten are higher than the results of the children who did. Nevertheless, this result refers only to a sample of fourth graders with medium and high academic achievement, coming from families with high SES and CC. These results contradict the findings from Russian and foreign studies on the role of early educational experiences. Therefore, the results from this study should be interpreted with caution and require additional rigorous examination. [1] Socio-economic status includes such indicators as level of education of parents, place of residence, family wealth, etc. [17; 19]. [2] Cultural capital includes social attitudes, values, knowledge and educational qualifications [10].","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"121 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139179923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article describes the main learning difficulties primary school students face in communication. To identify these difficulties we useda digital adaptation of the School Anxiety Test (Phillips Test). Primary school students from 5 subjects of the Russian Federation were recruited for this study (The Republic of Tatarstan, Lipetsk Region, Volgograd Region, Chuvash Republic, Samara Region). 2031 4th grade students aged 9-11 years participated in the research. The data obtained revealed a significant percentage of primary school students with increased and high levels of anxiety and fears associated with school, which can be predictors of educational difficulties and school failure. Experimental testing of the developed diagnostic program proved that: 1) our initial theoretical assumptions about the forms of manifestations of learning difficulties of primary school students in the communicative area were reasonable; 2) the diagnostic method of some specific manifestations of learning difficulties is valid.
{"title":"Communicative Learning Difficulties of Primary School Student’s","authors":"S. Sanina, M.D. Rastorgueva","doi":"10.17759/pse.2023280511","DOIUrl":"https://doi.org/10.17759/pse.2023280511","url":null,"abstract":"The article describes the main learning difficulties primary school students face in communication. To identify these difficulties we useda digital adaptation of the School Anxiety Test (Phillips Test). Primary school students from 5 subjects of the Russian Federation were recruited for this study (The Republic of Tatarstan, Lipetsk Region, Volgograd Region, Chuvash Republic, Samara Region). 2031 4th grade students aged 9-11 years participated in the research. The data obtained revealed a significant percentage of primary school students with increased and high levels of anxiety and fears associated with school, which can be predictors of educational difficulties and school failure. Experimental testing of the developed diagnostic program proved that: 1) our initial theoretical assumptions about the forms of manifestations of learning difficulties of primary school students in the communicative area were reasonable; 2) the diagnostic method of some specific manifestations of learning difficulties is valid.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"84 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139179440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article examines the impact of the COVID-19 pandemic on the dynamics of academic achievement in schools in the Novosibirsk region over the period of 2017–2022. Using data on individual Basic State Examination results of grade 9 students, the study applies multilevel regression modelling to examine the differential impact of the COVID-19 pandemic on urban and rural schools. Contrary to previous studies which predicted that rural students would be most affected, the results were unexpected. When analysing the academic performance of students in the overall sample, no significant differences were found between the years: on average, the pandemic had no effect on academic performance in the region. However, assessing the differential effect according to the type of settlement in which the school was located revealed atypical trends: urban schools experienced a slight decrease in academic achievement after the pandemic, while rural schools experienced an increase. Notably, the year of the pandemic eliminated the achievement gap between urban and rural schools, making it statistically insignificant. Possible explanations for these results could be regional policies to support students or changes in examination procedures. These counterintuitive findings challenge the dominant educational research on COVID-19 and highlight the unexpected role of the pandemic in changing the trajectory of academic achievement.
{"title":"Breaking Barriers: How the Pandemic Bridged the Academic Achievement Gap in Rural and Urban Schools","authors":"Y. Kersha, O.V. Nedosyp, E.I. Piotukh","doi":"10.17759/pse.2023280509","DOIUrl":"https://doi.org/10.17759/pse.2023280509","url":null,"abstract":"The article examines the impact of the COVID-19 pandemic on the dynamics of academic achievement in schools in the Novosibirsk region over the period of 2017–2022. Using data on individual Basic State Examination results of grade 9 students, the study applies multilevel regression modelling to examine the differential impact of the COVID-19 pandemic on urban and rural schools. Contrary to previous studies which predicted that rural students would be most affected, the results were unexpected. When analysing the academic performance of students in the overall sample, no significant differences were found between the years: on average, the pandemic had no effect on academic performance in the region. However, assessing the differential effect according to the type of settlement in which the school was located revealed atypical trends: urban schools experienced a slight decrease in academic achievement after the pandemic, while rural schools experienced an increase. Notably, the year of the pandemic eliminated the achievement gap between urban and rural schools, making it statistically insignificant. Possible explanations for these results could be regional policies to support students or changes in examination procedures. These counterintuitive findings challenge the dominant educational research on COVID-19 and highlight the unexpected role of the pandemic in changing the trajectory of academic achievement.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"35 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139179466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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