Epistemic Beliefs in Science, Socio-Economic Status, and Mathematics and Science Test Results in Lower Secondary Education: A Multilevel Perspective

Autor/inn/en	Rozgonjuk, Dmitri; Konstabel, Kenn; Barker, Kayla; Rannikmäe, Miia; Täht, Karin
Titel	Epistemic Beliefs in Science, Socio-Economic Status, and Mathematics and Science Test Results in Lower Secondary Education: A Multilevel Perspective
Quelle	In: Educational Psychology, 43 (2023) 1, S.22-37 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2022.2144143
Schlagwörter	Epistemology; Beliefs; Scientific Attitudes; Socioeconomic Status; Foreign Countries; Secondary School Students; Achievement Tests; International Assessment; Science Tests; Mathematics Tests; Science Achievement; Mathematics Achievement; Estonia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Belief; Glaube; Socio-economic status; Sozioökonomischer Status; Ausland; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Estland
Abstract	The role of epistemic beliefs in science (EBS) and socio-economic status (SES) on mathematics and science test results on both student- and school-level data was investigated via a secondary analysis of Estonian Programme for International Student Assessment (PISA) 2015 survey data. The effective sample comprised 3991 students (52% girls, 48% boys) from 81 schools. Complementing bivariate correlation analysis, two-level regression models were computed where mathematics and science test scores were predicted from student- and school-level EBS as well as SES. Mathematics and science test scores had a medium-sized correlation with both EBS as well as SES on the student-level data. These correlations were larger on the school-level data. Multilevel analyses showed that both higher mathematics and science scores were predicted by male gender, higher student-level SES and EBS, and higher school-level SES. Higher school-level EBS significantly predicted better science test scores, but this was not the case with mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01