A multilevel analysis of Japanese middle school student and school socioeconomic status influence on mathematics achievement

Takashiro, Naomi

doi:10.1007/s11092-016-9255-8

Cited by 20 publications

(11 citation statements)

References 45 publications

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“…This indicates that if the learning support at home is fulfilled properly, it will ease students to do learning activities, in order to improve student learning achievement. The findings are the same as the results of previous studies which state that the learning support at home has a significant effect on improving student learning achievement (Liu et al, 2006;Takashiro, 2017;Yoshino, 2012).Thus, the learning support or usually known as learning facilities are better fulfilled by parents so that students obtain better result.…”

Section:  Results and Discussionsupporting

confidence: 88%

“…Rich parents in most cases spend money on students' learning resources such as books, educational games, laptops and also on extracurricular courses (Koza Çiftçi & Cin, 2017;Sirin, 2005). Students who has more learning supports (such as book and computer) tend to have more benefits than others (Takashiro, 2017). This finding is consistent with Japanese International research revealing that the level of mathematics achievement is influenced by socioeconomic status across their schools.…”

Section:  Results and Discussionsupporting

confidence: 66%

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A PISA Data 2018 Analysis: Do Parents’ Education and Students’ Learning Supports Affect Learning Achievement?

Haryuniati

Suranto

2021

JPP

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A PISA Data 2018 Analysis: Do Parents' Education and Students' Learning Supports Affect Learning Achievement? Objectives: This study aims to determine the effect of parents' education level and students' learning supports on students' academic achievement. Methods: A quantitative approach was applied carried out multiple linear regression analysis as the technique. The data was obtained from the result of Program International Student Assessment (PISA) in 2018. The sample size was 10.820 students from 397 schools in Indonesia. Findings: The results indicated: 1) fathers' level of education has a significant effect on learning achievement; 2) mothers' education level has a significant effect on learning achievement; 3) students' learning supports at homes have a significant effect on learning achievement; 4) parents' education level and students' learning support significantly affect students' learning achievement. Conclusion: Parents' education level and students' learning supports at home are the most essential factors on learning achievement because high education level of parents and satisfied learning supports enhance students' learning achievement in Indonesia.

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Section:  Results and Discussionsupporting

confidence: 88%

Section:  Results and Discussionsupporting

confidence: 66%

A PISA Data 2018 Analysis: Do Parents’ Education and Students’ Learning Supports Affect Learning Achievement?

Haryuniati

Suranto

2021

JPP

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“…The Trends in International Mathematics and Science Study (TIMSS) provides information on SES indicators related to student achievement including the parental education level, the number of books at home, and home educational resources. TIMSS data over time has consistently shown positive effects between student achievement and SES indicators (see Baker et al 2002;Bouhlila 2015;Byun and Kim 2010;Chudgar and Luschei 2009;Hanushek and Luque 2003;Harris 2007;Liu et al 2006;Takashiro 2016;Yang 2003). For example, Baker et al (2002) explored both the effect of student SES and school resource quality on student achievement in 36 countries, finding parent education levels and the number of books at home as important.…”

Section: Socio-economic Status and Student Performancementioning

confidence: 99%

Family related variables effect on later educational outcome: a further geospatial analysis on TIMSS 2015 Finland

Harju-Luukkainen

Vettenranta

Wang

et al. 2020

Large-scale Assess Educ

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Learning should not be hindered or restricted in any way even if a child comes from a poor family, has an immigrant background, is raised by a single parent or has limited resources at home. This is something that most of today's successful educational systems have understood, and the different systems have found various ways to allocate resources so as to level the playing field (OECD 2016). In this paper we take a closer look at the family related background factors, parental perception of student's early skills and their connection to student's later educational outcome. Important factors affecting children's educational outcomes across the world include family's socioeconomic and cultural status (Authors 2014; Yamamoto and Holloway 2010) and how parents are involved in their child's education (Christenson 2004; Fantuzzo et al. 2000), but also what type of expectations the families have towards their child (Siraj-Blatchford 2010). Further, parents provide their child with a broad mathematical and early literacy input. What type of an input this is, is of importance, since early years mathematical knowledge is clearly Abstract Family-related factors, like parent's educational level, their values and expectations have a significant impact on child's early skills and later educational outcomes. Further, parents provide their child, alongside with other learning environments, a broad mathematical and early literacy input. This study investigates the relationship between family-related socioeconomic and other factors like, parental education, amount of books at home, parental attitudes towards mathematics and science, parental perception of child's early skills and student's later academic achievement. This is studied in the light of the Finnish data collected for Trends in International Mathematics and Science Study (TIMSS) 2015. The results are presented with the help of a geospatial method called Kriging that reveals regional variance. The results indicate that familyrelated background variables have different effects on child's later achievement in mathematics across Finland. The results suggest, that some areas in Finland are better in 'levelling the playing field' for children and minimising the effect of family related variables on educational outcomes than others.

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“…Going to a high SES school may confer protective benefits that could reduce inequality’s harmful consequences. Studies have found that high-SES schools with a higher number of middle-class families have positive school climates that benefit students (Coleman, 1966; Takashiro, 2017). The positive benefits are especially pronounced for students who come from more disadvantaged families.…”

Section: Discussionmentioning

confidence: 99%

“…School SES could weaken the negative association between income inequality and school belonging. This hypothesis is based on several past studies showing the protective function of studying in higher SES schools (Coleman, 1966;Takashiro, 2017;Willms, 1999). Hence, we posit the following hypothesis: H2: School SES will moderate the effects of income inequality on school belonging.…”

Section: The Present Studymentioning

confidence: 99%

Greater income inequality, lower school belonging: Multilevel and cross-temporal analyses of 65 countries.

King¹,

Chiu²,

Du³

2022

Journal of Educational Psychology

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Students' school belonging is critical to overall functioning. Most past studies of school belonging's antecedents focused on individual-level and proximal environmental factors, neglecting broader socioecological factors such as income inequality. Hence, this study examined whether income inequality is associated with students' school belonging. We further examined whether having high socioeconomic status could buffer the harmful consequences of income inequality on school belonging. We drew on 822,230 students' survey responses from 65 countries/regions using 3 waves of data (2000; 2003; and 2012) from the Program for International Student Assessment (PISA). Multilevel and cross-temporal analyses were used. Results showed that country-level income inequality in the past year was associated with lower school belonging, controlling for other variables at the country, school, and student-levels. School and family socioeconomic status moderated the effects of inequality. More specifically, for students in more affluent schools and more advantaged families, the association between inequality and belonging was weaker. This study demonstrates the importance of income inequality and the buffering role played by socioeconomic status in school belonging. Theoretical and practical implications are discussed. Educational Impact and ImplicationsIn societies with higher levels of income inequality, students experienced lower levels of school belonging. However, being from an advantaged family and a more affluent school seemed to have a protective function. The negative association between inequality and belonging was lower for students from more affluent families and schools. This study showed the importance of income inequality on school belonging and highlighted the roles played by socioeconomic resources in buffering inequality's potentially harmful consequences.

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A multilevel analysis of Japanese middle school student and school socioeconomic status influence on mathematics achievement

Cited by 20 publications

References 45 publications

A PISA Data 2018 Analysis: Do Parents’ Education and Students’ Learning Supports Affect Learning Achievement?

A PISA Data 2018 Analysis: Do Parents’ Education and Students’ Learning Supports Affect Learning Achievement?

Family related variables effect on later educational outcome: a further geospatial analysis on TIMSS 2015 Finland

Greater income inequality, lower school belonging: Multilevel and cross-temporal analyses of 65 countries.

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