Supporting and Thwarting Interpersonal Dynamics and Student Achievement: A Multi-Level Examination of PISA 2015

Autor/inn/en	Burns, Emma C.; Martin, Andrew J.; Collie, Rebecca J.
Titel	Supporting and Thwarting Interpersonal Dynamics and Student Achievement: A Multi-Level Examination of PISA 2015
Quelle	In: International Journal of Research & Method in Education, 43 (2020) 4, S.364-378 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burns, Emma C.) ORCID (Martin, Andrew J.) ORCID (Collie, Rebecca J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2020.1757639
Schlagwörter	Academic Achievement; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Sense of Community; Teacher Student Relationship; Student School Relationship; Predictor Variables; School Culture; Justice; Adolescents; Public Schools; Teacher Student Ratio; School Location; Teacher Qualifications; Educational Environment; Social Environment; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Teacher student relationships; Lehrer-Schüler-Beziehung; Schüler-Lehrer-Beziehung; Prädiktor; Schulkultur; Schulleben; Gerechtigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Public school; Öffentliche Schule; Lehrer-Schüler-Relation; Schulgelände; Lehrqualifikation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziales Umfeld
Abstract	Stage-environment fit theory posits that the interpersonal dynamics and structural (i.e. school-level) resources afforded by a student's academic environment can either support or thwart student thriving (e.g. achievement). Thus, it is important to examine how these factors impact student achievement at the student- and school-level. This investigation utilized the 2015 PISA data set (N = 210,381 students in 7964 schools from 32 OECD countries) to examine the extent to which school belonging (supporting) and teacher unfairness (thwarting) predict students' achievement (in reading, mathematics, and science) at both the student- and school-level. Findings indicate that at the student-level (but not school-level), teacher unfairness significantly thwarts achievement; in contrast, at the school-level (but not the student-level), school-belonging significantly supports achievement. These findings suggest that distinct interpersonal dynamics differentially impact achievement more saliently either at the student- or school-level -- underscoring the importance of conducting multilevel modelling when investigating these social phenomena. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01