Gender Equality, Human Development, and PISA Results over Time

Campbell, Janine Anne; McIntyre, James; Kucirkova, Natalia

doi:10.3390/socsci10120480

Cited by 10 publications

(6 citation statements)

References 31 publications

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“…Firstly, differences in academic performance according to sex, age, grade, and the schools’ level of performance were observed. These results are consistent with the existing literature [ 1 , 26 , 27 , 28 ]. For instance, a Spanish study with a sample of 535 students between 7 and 11 years old, showed that not only attitude, but also interest in schoolwork tends to decrease as the course progresses, which directly influences academic performance [ 29 ].…”

Section: Discussionsupporting

confidence: 94%

Perception of Cognitive Functions and Academic Performance in Chilean Public Schools

Valdebenito-Villalobos

Parra-Rizo

Chávez-Castillo

et al. 2022

Behavioral Sciences

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Understanding the perception that students have about their own cognitive processes is a key aspect that allows for a deeper assimilation of the different factors that affect school performance. However, there is limited evidence explaining the link between students’ perception of their own cognitive functions and their academic performance. The objective of this study was to analyze the association between perception of cognitive functions, such as memory, processing speed, attention, execution of complex tasks and nervousness, and academic performance in Chilean schoolchildren from the province of Biobio. A cross-sectional analytic design was conducted. The sample consisted of 590 elementary school students (12 ± 1.3 years old; 48.3% female) from Chilean public schools. The academic performance was measured by means of the accumulated final grades in the language, mathematics, physical education and health subjects, and the grade point average (GPA) of each student. Moreover, a survey to measure the cognitive functions of the participants was applied. The results show that 20.3% of the students perceived themselves as very nervous and 16.8% felt distracted. Differences in marks were observed in all the measured subjects, as well as in GPAs, depending on the perception of cognitive functions. Thus, the students with low to moderate perceptions of their cognitive functions received lower marks than those who reported a high perception. These results were consistent after a multivariate analysis adjusted for a socio-educational variables model. In conclusion, one in five public school students in the Biobío Region of Chile expressed a low perception of their cognitive functions, which is consistent with their weaker school performance. Therefore, it is believed that integrating curricular activity and cognitive work could potentially boost the perception of said functions, and thus reduce the risk of poor academic performance.

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Section: Discussionsupporting

confidence: 94%

Perception of Cognitive Functions and Academic Performance in Chilean Public Schools

Valdebenito-Villalobos

Parra-Rizo

Chávez-Castillo

et al. 2022

Behavioral Sciences

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“…That is, more effective schools could decrease and even mitigate the gender gap in achievement. Furthermore, a noteworthy result is that there was also a positive association between equity and parity; therefore, the schools with the highest parity would also be the most equitable [24]. This result suggests that improving educational processes in schools could improve the educational system in terms of social justice [3,7,30].…”

Section: Discussionmentioning

confidence: 99%

“…Among the aforementioned SDGs, the fifth proposes the need to "achieve gender equality and empower all women and girls" [3]. Improvements in gender equality, translated into greater representation of women in politics, a decrease in the maternal mortality rate or a decrease in teenage pregnancies, would be related to improved results in international tests such as the PISA for both male and female students [24]. These results would allow us to infer that countries concerned with reducing the gender gap between male and female students would have greater educational success.…”

Section: State Of the Artmentioning

confidence: 99%

“…Among studies that have sought to identify processes that improve educational practice in relation to academic performance and school effectiveness [22,23], it is worth highlighting the connection between progress in gender equality and improved academic results, which has been demonstrated in international tests. There is an even closer relationship between these factors than between performance and economic factors [24]. For that reason, parity constitutes, together with equity, one of the fundamental criteria currently used to assess the quality of the educational system, and both have been postulated as major criteria for educational intervention and evaluation [25,26].…”

Section: Introductionmentioning

confidence: 99%

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Equity and Parity in Primary Education: A Study on Performance in Language and Mathematics Using Hierarchical Linear Models

et al. 2022

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Education plays a crucial role in the development and consolidation of equality in society, which is reflected in the SDGs of the UN 2030 Agenda. Knowing the educational performance of schools is necessary to diagnose needs, evaluate proposals and undertake improvements in education policies. This study pursued a twofold objective: (1) to assess the equity and parity of Andalusian schools in relation to the competencies of mathematical reasoning and linguistic communication and (2) to study the relationship among educational performance, equity and parity in these competences. Hierarchical linear model research was designed and implemented in a population of 79,806 schoolchildren and 2092 schools. The results confirmed differences in equity and parity among schools. A relation was found between higher effectiveness and higher parity. Nonpublic schools are not more efficient than public schools; rather, it is the average economic and sociocultural status of schools that controls for their effectiveness. In conclusion, the educational system does not guarantee the same opportunities for all children; thus, the equity and parity of educational systems should be key criteria for their evaluation, ensuring that quality education reaches everyone equally. Further implications are also discussed.

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“…The literature on the impact of the COVID-19 pandemic and its relation to sustainability has been studied in various areas such, as the psychology of sustainability and quality of life (Keshky, Basyouni & Sabban, 2020;Özdemir and Kerse, 2020;Scheer and Laubenstein, 2021), animal welfare and livestock supply chain sustainability (Hashem, González-Bulnes & Rodriguez-Morales, 2020), the transformation of sustainability requirements of residential buildings (Tokazhanov et al, 2020), clean fuel programs and ensuring sustainability for household energy needs (Ravindra et al, 2021), supply chain discipline (Chowdhury et al, 2021), a gender-sensitive (Escalante and Maisonnave, 2021;Campbell, McIntyre, and Kucirkova, 2021), environmental effects of COVID-19 pandemic and potential strategies of sustainability (Rume & Islam, 2020), and integrated social protection strategies (Ratuva et al, 2021). In line with Ratuva et al (2021) and Rume and Islam (2020), who conclude that it is necessary to use local culture as a strategy to ensure sustainability, this paper elaborates an example of local culture in ensuring food security and economic sustainability in the face of the economic impact of COVID-19.…”

Section: Introductionmentioning

confidence: 99%

The Customary Law of the Communal Property and Sustainability in Coping with the Economic Impact of Covid-19 in Minangkabau Indigenous Peoples, Indonesia

Irawati,

Suwaryo,

Sulaeman

et al. 2024

J. of Law and Sust. Develop.

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Objective: This paper explores the culture of the Minangkabau indigenous peoples, West Sumatra, Indonesia, in the customary law of communal property to ensure the economic sustainability of the communal members who face the economic impact of COVID-19. Our study focuses on implementing the cultural heritage of property management of the indigenous peoples of Minangkabau in West Sumatra, Indonesia. The cultural law of this Minangkabau ethnic can maintain access to land to ensure food security and economic sustainability for their communal members affected by the COVID-19 pandemic. Methods: This research uses a qualitative approach with a case study type of the Minangkabau ethnic group in West Sumatra, Indonesia. We collected the data through informal interviews and observations of the nine families and their communal (clan) leaders as the main objects of the study. We interviewed 21 informants. We interviewed and observed exploring these nine families' experiences from January until October 2021. Results: We discovered that the customary law of ganggam bauntuak property ownership and mamak leadership in communal settlements could ensure the economic sustainability of the members affected by COVID-19. Mutual support and the balance between management of communal ownership and democratic leadership enable communal members to maintain their economic sustainability during times of crisis. Conclusion: This study concludes that customary law, shared property management, and leadership are essential keys to the economic sustainability of indigenous peoples during times of crisis.

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Gender Equality, Human Development, and PISA Results over Time

Cited by 10 publications

References 31 publications

Perception of Cognitive Functions and Academic Performance in Chilean Public Schools

Perception of Cognitive Functions and Academic Performance in Chilean Public Schools

Equity and Parity in Primary Education: A Study on Performance in Language and Mathematics Using Hierarchical Linear Models

The Customary Law of the Communal Property and Sustainability in Coping with the Economic Impact of Covid-19 in Minangkabau Indigenous Peoples, Indonesia

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