Session Information
09 SES 01 A, Findings from PISA: Challenges of Cross-Cultural Validity (Part 1)
Paper Session
Contribution
Psychological factors related to educational achievement include motivation, interest, self-concept, and self-efficacy (DiPerna, Volpe, & Stephen, 2005; 2002; Le, Casillas, Robbins, & Langley 2005; Multon, Brown, & Lent, 1991; Robbins, Lauver, Le, & Langley, 2004; Schunk, 1991, 2003; Shen & Pedulla, 2000; Täht & Must, 2009). The best predictors of grade point average (GPA) are academic self-efficacy and achievement motivation (see a meta-analysis by Robbins et al., 2004).
The international educational studies conducted in the last few decades, such as PISA (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study), have developed frameworks and established conditions for researching educational achievement together with students’ attitudes based on vast data banks. There have been first attempts to compare this interaction between different countries (Ross & Victoria, 2009; Chiu & Xihua, 2008; Shen & Pedulla, 2000). In these reports, positive correlations are shown between motivation and achievement and also between self-evaluations and achievement on the individual level. The question of whether links between students’ attitudes and achievement are universal across different countries has not been answered yet.
The aim of this paper is to investigate the relationship among these constructs at the individual and national levels.
Achievement and attitudes (IEAA) model
Täht and Must (2009) have shown that educational performance has a higher correlation with self-evaluation (r = .6) and a lower correlation with motivation (r = .2) in the Estonian sample of PISA 2006 data. They analyzed associations between the general educational achievement (GEA) and attitudes towards learning science using the Estonian PISA 2006 sample. The construct of GEA contained three PISA achievement scales as indicators (mathematics, reading, and science). PISA 2006 framework offered thirteen attitudinal indices. Eight of them, which were related to the students themselves, were used: general interest in science (INT), enjoyment of science (JOY), future oriented motivation to science (FUT), self-efficacy in science (EFF), self-concept in science (SEC), personal value of science (PER), science activities (ACT), and awareness of environmental issues (AWA). Empirical evidence supported the existence of two latent attitudinal variables. The latent variable called science learning motivation (SM) was supposed to influence six indices (INT, JOY, FUT, PER ACT, and SEC). The second latent attitudinal factor, self-evaluation in science learning (SE), was based on three indices, EFF, SEC, and AWA.
A three-factor model (two attitudinal factors and one achievement factor) fitted the data well. Both attitudinal latent variables (SM and SE) correlated with GEA with correlation coefficients of .20 and .60, respectively.
The paper uses the data from the 2006 PISA project within the framework of IEAA model to answer to the following question:
1. Is the factor structure (proposed by Täht & Must, 2009) invariant across PISA 2006 countries?
Method
Expected Outcomes
References
Artelt, C., Baumert,J., Julius-McElvany, N., & Peschar, J. (2003). Learners for life: Student approaches to learning. Results from PISA 2000. Paris: Organization for Economic Co-operation and Development. Chiu, M. Ming. & Xihua, Z. (2008). Family and motivation effects on mathematics achievement: Analyses of students in 41 countries. Learning & Instruction, 18(4), 321-336 DiPerna, J. C., Volpe, R. J. & Stephen, N. E. (2005). A model of academic enablers and mathematics achievement in the elementary grades. Journal of School Psychology, 43, 379-397. Jöerskog, K. & Sörbom. D. (2006). LISREL 8.80. Scientific Software International, Inc. Marsh, H., Hau, K., Artelt, C., Baumert, J., & Pechar, J. (2006). OECD’s brief self-report measure of educational Psychology’s most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6, 311-360. Multon, D. K., Brown, S. D. & Lent, R. W. (1991). Relation of Self-Efficacy Beliefs to Academic Outcomes: A Meta-Analytic Investigation. Journal of Counselling Psychology, 38, 30-38. OECD (2008). PISA 2006 Results [Database]. At http://www.oecd.org/document/2/0,3343,en_32252351_32236191_39718850_1_1_1_1,00.html#tables_figures_dbase. Retrieved on 17 April 2008. OECD (2007). PISA 2006 Science Competencies for Tomorrow’s World. Vol. 1. Paris: OECD. Robbins, S.B., Lauver, K., Le, H., Davis, D. & Langley. R. (2004). Do Psycho-Social and Study Skill Factors Predict College Outcomes? A Meta-Analysis. Psychological Bulletin, 130(2), 261-288. Ross, S. & Victoria, U. (2009). Motivation correlates of academic achievement: Exploring how motivation influences academic achievement in the Pisa 2003 dataset. Schunk, D. H. (1991). Self-Efficacy and Academic Motivation. Educational Psychologist, 26(3 & 4), 207-231. Täht, K & Must, O. (2009). Relationship between the Educational Performance and Attitudes of Estonian students. In Mikk, J. (Ed), Teenagers in Estonia: Values and Behaviour. Frankfurt am Main: Peter Lang.
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