Factors affecting the academic achievement in socioeconomically disadvantaged students

Abstract

The aim of this research is to assess factors affecting achievement of students coming from low socioeconomic background in PISA 2012 and with high and low achievement in mathematics performance. The research population consists of students who were 15 years old as of the date of PISA 2012 assessment. In the Turkey sample, there are 4848 students from a total of 170 schools from 57 cities in 12 statistical region units in PISA 2012. In this research, students within the lowest 33.00% section according to the economic sociocultural status index in the Turkey sample were included. The research was carried out with 218 students showing low achievement in mathematics and 173 students showing high achievement in mathematics including them all in socioeconomically disadvantaged group. As a result of the structural equation model applied considering students’ affective traits and achievement in mathematics, it is observed that the variable “attitude towards school” is a positive and significant predictor in the low achievement group. It is observed that the variable “affective characteristics towards mathematics” is a positive and significant predictor in the high achievement group while “attitude towards school” is a negative predictor of achievement in mathematics. These results can initiate attempts to review educational investments towards students’ achievement and can lead to fund transfers towards fields that can result in higher increase in achievement.

The relative effect of student, family and school-related factors on math achievement by location of the school

“…The number of studies investigating the individual and collective effects of the student, family and school-related factors on achievement is limited (Engin-Demir, 2009;Güvendir, 2014;Ölçüoğlu & Çetin, 2016;Önder & Uyar, 2018;Sarı et al, 2017;Taslidere, 2020) and none of them have studied the collective effects of aforementioned factors on math achievement according to the location of the school in Turkey. Hence, this study aimed to determine how well each set of the student, family and school-related factors predict 4th grade students' math achievement over and above the other(s) in schools located within different regions in Turkey.…”

Связь Характеристик Учителя С Академической Резильентностью Учащихся

“…Приведенные выше исследования позволяют заключить, что характеристики учителей потенциально могут привести к улучшению успеваемости учащихся, которые уже относятся к резильентным, а также к формированию академической резильентности у учащихся с низким СЭП, которые пока не относятся к этой категории [Önder, Uyar, 2018]. Поддержка со стороны учителей -ключевой компонент, представляющий школьный социальный капитал [Ngai, Cheung, Ngai, 2012], который особенно важен для учащихся с низким СЭП, испытывающих недостаток ресурсов дома [Пинская и др., 2018].…”

“…Многие исследования, посвященные академической резильентности, для выделения категории резильентных учащихся используют подходы международных исследований PISA (например, [Önder, Uyar, 2018;Cheung et al, 2014]). Е. В. Быкова, Т. А. Чиркина СОЦИОЛОГИЯ ОБРАЗОВАНИЯ Текущее исследование не предполагает сравнение России с другими странами, поэтому наилучшим вариантом для достижения поставленных целей представляется национальный способ измерения резильентности в PISA.…”

Konaklama İşletmeleri̇nde Hi̇zmet Telafi̇si̇, Tekrar Satin Alma Ve Pozi̇ti̇f Ağizdan Ağiza İleti̇şi̇m Üzeri̇nde Müşteri̇ Atiflarinin Etki̇si̇

“…Literatürde YEM uygulanacak araştırmalar için, uygun örneklem büyüklüğü konusunda genel kabul görmüş bir sayı bulunmamaktadır(Sayın ve Gelbal, 2016). Araştırma modelindeki gösterge sayısı, gizil değişken sayısı, normal dağılıma uygunluk gibi pek çok unsur YEM kullanılacak araştırmalarda örneklem büyüklüğü üzerinde etkili olmaktadır(Önder ve Uyar, 2018). Bazı araştırmacılar(Gürbüz ve Şahin, 2016) YEM ile analiz edilecek veriler konusunda, gözlenen değişken…”