Between-School Variation in Students' Achievement, Motivation, Affect, and Learning Strategies: Results from 81 Countries for Planning Group-Randomized Trials in Education

Autor/inn/en	Brunner, Martin; Keller, Ulrich; Wenger, Marina; Fischbach, Antoine; Lüdtke, Oliver
Titel	Between-School Variation in Students' Achievement, Motivation, Affect, and Learning Strategies: Results from 81 Countries for Planning Group-Randomized Trials in Education
Quelle	In: Journal of Research on Educational Effectiveness, 11 (2018) 3, S.452-478 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2017.1375584
Schlagwörter	Academic Achievement; Student Motivation; Psychological Patterns; Learning Strategies; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Randomized Controlled Trials; Differences; Educational Research; Research Design; Statistical Analysis; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Schulische Motivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Unterscheiden; Bildungsforschung; Pädagogische Forschung; Forschungsdesign; Statistische Analyse
Abstract	To plan group-randomized trials where treatment conditions are assigned to schools, researchers need design parameters that provide information about between-school differences in outcomes as well as the amount of variance that can be explained by covariates at the student (L1) and school (L2) levels. Most previous research has offered these parameters for U.S. samples and for achievement as the outcome. This paper and the online supplementary materials provide design parameters for 81 countries in three broad outcome categories (achievement, affect and motivation, and learning strategies) for domain-general and domain-specific (mathematics, reading, and science) measures. Sociodemographic characteristics were used as covariates. Data from representative samples of 15-year-old students stemmed from five cycles of the Programme for International Student Assessment (PISA; total number of students/schools: 1,905,147/70,098). Between-school differences as well as the amount of variance explained at L1 and L2 varied widely across countries and educational outcomes, demonstrating the limited generalizability of design parameters across these dimensions. The use of the design parameters to plan group-randomized trials is illustrated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01