A Framework for the Analysis of Student Well-Being in the PISA 2015 Study

Abstract

JT03401754Complete document available on OLIS in its original format This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. EDU/WKP(2016) This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org.This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. ABSTRACTIn 2015, PISA (the Programme for International Student Assessment) asked students to describe their wellbeing in addition to collecting information on students' subject-specific skills. This paper provides a comprehensive overview and details the policy relevance of the following five dimensions of well-being covered in PISA 2015: cognitive, psychological, social, physical and material well-being. In addition, the paper outlines the underlying indicators of each dimension and their theoretical and analytical value for education policy. This paper concludes by identifying data gaps within the indicators and exploring how future cycles of PISA could bridge these gaps in order to provide a more comprehensive portrait of students' well-being. RÉSUMÉEn 2015, PISA (le Programme international pour le suivi des acquis des élèves) a interrogé les élèves sur leur bien-être, en plus de sa collecte de données sur leurs compétences dans des matières spécifiques. Ce document propose un aperçu complet et une analyse détaillée de la pertinence stratégique des cinq dimensions du bien-être couvertes dans l'enquête PISA 2015 : le bien-être cognitif, psychologique, social, physique et matériel. En outre, il examine les indicateurs sous-tendant chacune de ces dimensions, ainsi que leur valeur théorique et analytique pour les politiques d'éducation. Enfin, il identifie les lacunes dans les données des indicateurs et étudie les possibilités d'y remédier dans les prochains cycles PISA afin de dresser un portrait plus exhaustif du bien-être des élèves.

Science teachers’ satisfaction

“…Teachers have a key role in promoting students' learning and overall school experience. They are well-placed to nurture students' academic achievement, and their socio-emotional and physical development (Borgonovi and Pál, 2016). Research over the past decades has examined teacher-student relationships, especially teachers' roles in preparing students for adult life (Muller, 2001).…”

“…PISA 2015 asked students to report their feelings about social bonding, isolation, how they are regarded by others, and belonging at school on a 4-point Likert scale ranging from 1 "strongly agree" to 4 "strongly disagree". Positive social bonding refers to students' perception that they connect with others; social isolation refers to students' feelings of loneliness at being separated from their social group; regard refers to peer perceptions; and belonging (or lack thereof) refers to students' general sense of engagement (or lack thereof) in their school community (Borgonovi and Pál, 2016). Based on six measures of students' sense of belonging, a standardised index was constructed with higher values indicating a stronger sense of belonging.…”

“…In schools, social ties connect teachers with students and students with their peers. Positive, trustworthy, good-quality relationships protect students from loneliness, low academic performance, and mental and physical health problems (Borgonovi and Pál, 2016). By contrast, negative and poor-quality relationships and experiences at school, such as bullying, can result in students skipping classes, performing poorly and even dropping out of school entirely (Konishi et al, 2010;Townsend, 2008).…”

Improving skills and their use in Germany

“…The quality of childcare is uneven in Germany (Stahl, Schober and Spiess, 2017[53]). For example, there are differences in the staff-to-children ratio and in qualification levels (Bertelsmann Stiftung, 2017 [54]). Many young children from disadvantaged socio-economic backgrounds are enrolled in lowerquality institutions (Schober and Pia, 2017 [55]).…”

The “CHARM” Policy Analysis Framework

“…Resilience can be defined as immigrant children's ability to withstand stress, overcome personal difficulties and adjust successfully (Garmezy and Rutter, 1983) and observed in different well-being dimensions. Well-being is a dynamic state characterised by immigrant children's ability and opportunity to fulfil their personal and social goals (Borgonovi and Pál, 2016). The way well-being is understood differs across policy jurisdictions, countries and international levels (Ereuaut andWhiting, 2008, Pedace, 2008), but generally speaking, child well-being can be understood as follows:…”