Academic achievement and the effects of the student’s learning context: a study on PISA data

Abstract

School achievement is under a multiple factorial context related to student, school and family (SSF). Based on 23.141 Brazilians self-reports, obtained from PISA 2015, representative SSF measures were selected, and their impacts measured on school performance scores in mathematics, reading and science. The feeling of belonging to the school (BELONG) and parents’ emotional support (EMOSUPS) were strongly correlated with the three investigated performances. EMOSUPS affected how the student feels at school and when being assessed. And the educational and cultural resources of the home affected EEC three dimensions, increasing EMOSUPS, BELONG and school performance, and decreasing anxiety during assessments. Thus, the importance of the school and family environments on students’ performance is reiterated and calls for public policies in education that considers the three dimensions.

Does the psychoemotional well-being of Spanish students influence their mathematical literacy? An evidence from PISA 2018

“…Such was this the case that a consolidated and positive link between parents and children counteracts, to some extent, the effect that negative experiences, such as those related with bullying at the academic institution, may have on the mathematics performance of students. In this sense, our findings are in line with those reported by Antonelli-Ponti et al (2021) who pointed out a positive relationship between parental support and students’ mathematical literacy and with those highlighted by Rusteholz and Mediavilla (2022) in pointing out that bullying harms mathematical achievement. In addition, school climate, as measured in the present work in accordance with student perceptions of competitiveness and cooperation, was demonstrated to have a meaningful impact on the outcomes obtained by students in Mathematics, as proved by Gil-Madrona et al (2019) in the area of science.…”

“…The inclusion of this type of information within the data provided by the PISA has led some authors to start to examine relationships between factors that are psychoemotional in nature and studentliteracy. Specifically, Antonelli-Ponti et al (2021) demonstrated that both the emotional support provided by parents and the sense of belonging at school positively correlated with literacy in the three areas evaluated by PISA 2015 in Brazilian students. In the same study, the sense of belonging at school was also found to have a significant impact on the literacy in these three examined areas.…”

Advances in the Contributions of Mathematics in the Field of Education and Psychology

“…If a quote has the same meaning or description of the same category, then the quote is coded into the category that has been created. Yin (2013) mentions that this process is known as pattern matching, where the coded sentences are based on existing categories. However, if the found sentence does not match the existing category, a new category must be formed.…”