Results of an exploratory analysis of PISA 2015 survey of student participation in outside-school-time programs.

Autor/in	Suter, Larry E.
Titel	Results of an exploratory analysis of PISA 2015 survey of student participation in outside-school-time programs.
Quelle	In: International journal for research on extended education, 7 (2019) 1, S. 36-59 PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.3224/ijree.v7i1.04
URN	urn:nbn:de:0111-pedocs-216225
Schlagwörter	Vergleichende Erziehungswissenschaft; Empirische Untersuchung; Korrelation; Einstellung (Psy); Sekundarbereich; Schülerleistung; Motivation; Außerschulisches Lernen; Partizipation; Internationaler Vergleich; PISA (Programme for International Student Assessment)
Abstract	The Program for International Student Assessment (PISA) by the OECD measures student study time during formal school periods and during periods of out-of-school-time (OST). The purpose of these items is to account for differences in country to country achievement levels. However, analyses of the impact of additional study time on student achievement have produced conflicting results across countries. While more time given to a school subject within formal school is positively related to achievement in that topic, more time spent on OST is negatively related to average achievement between and within countries. The paper proposes a reconceptualization of OST and achievement by integrating theoretical frameworks of study time, student abilities, and student feelings of efficacy. The results of a descriptive and conceptual analysis of a set of new survey items in the 2015 PISA for 22 countries shows that students benefit from additional study time by having increased feelings of efficacy in a school subject (such as science) but not in measurable levels of achievement. While country to country levels OST participation rates are different, the patterns of relationships between OST participation, student achievement, and attitudes are similar. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/3