| 1. |
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| 2. |
- Yang-Wallentin, Fan, et al.
(author)
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Non-linear structural equation modeling
- 2009
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In: Structural Equation Modeling in Educational Research. - Rotterdam : SensePublishers. - 9789087907877 - 9789087907884 ; , s. 317-328
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Book chapter (other academic/artistic)abstract
- Research in the social sciences often includes hypotheses concerning interactive or nonlinear effects on a given outcome latent variable. When it comes to estimating such effects, however, there is lack of consensus on how to do so properly, particularly when performing structural equation modeling (SEM). A plethora of methods have been proposed and discussed, including those de-scribed in Algina and Moulder (2001), Jaccard and Wan (1995), Joreskog and yang (1996,1997), Yang-Jonsson (1997,1998), Klein and Moosbrugger (2000), Klein and Muthen (2002), Marsh,Wen, and Hau (2004), Ping (1996a, 1996b), Schumacker and Marcoulides (1998), and Wall and Amemiya (2001, 2003). Most approaches to latent variable interactions are based on a product indicator methodology originated by Kenny and Judd (1984) that requires a level of technical and computational sophistication that renders them quite inaccessible to the average practitioner. The focus of this chapter is on the discussion of a technically straightforward approach using latent variable scores to estimating interactive and nonlinear effects within SEM. The next section, we will first describe LVS approach in a theoretical framework and in succeeding section, the approach will demonstrate in a practical manner using an empirical data. To illustrate how latent variable scores can be used to estimate nonlinear relationship between latent variables we will use Reading comprehension model as an example.
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| 3. |
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| 4. |
- Andersson, Anna, et al.
(author)
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Development and validation of experienced work-integrated learning instrument (E-WIL) using a sample of newly graduated registered nurses : A confirmatory factor analysis
- 2023
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In: Nurse Education Today. - 0260-6917 .- 1532-2793. ; 128, s. 1-9
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Journal article (peer-reviewed)abstract
- INTRODUCTION: Research indicates that newly graduated registered nurses struggle to develop practical skills and clinical understanding and to adapt to their professional role. To ensure quality of care and support new nurses, it is vital that this learning is elucidated and evaluated. Aim The aim was to develop and evaluate the psychometric properties of an instrument assessing work-integrated learning for newly graduated registered nurses, the Experienced Work-Integrated Learning (E-WIL) instrument.METHOD: The study utilized the methodology of a survey and a cross-sectional research design. The sample consisted of newly graduated registered nurses (n = 221) working at hospitals in western Sweden. The E-WIL instrument was validated using confirmatory factor analysis (CFA).RESULTS: The majority of the study participants were female, the average age was 28 years, and participants had an average of five months' experience in the profession. The results confirmed the construct validity of the global latent variable E-WIL, "Transforming previous notions and new contextual knowledge into practical meaning," including six dimensions representing work-integrated learning. The factor loadings between the final 29 indicators and the six factors ranged from 0.30 to 0.89, and between the latent factor and the six factors from 0.64 to 0.79. The indices of fit indicated satisfactory goodness-of-fit and good reliability in five dimensions with values ranging from α = 0.70 to 0.81, except for one dimension showing a slightly lower reliability, α = 0.63, due to the low item number. Confirmatory factor analysis also confirmed two second-order latent variables, "Personal mastering of professional roles" with 18 indicators, and "Adapting to organisational requirements" with 11 indicators. Both showed satisfactory goodness-of-fit, and factor loading between indicators and the latent variables ranged from 0.44 to 0.90 and from 0.37 to 0.81, respectively.CONCLUSION: The validity of the E-WIL instrument was confirmed. All three latent variables could be measured in their entirety, and all dimensions could be used separately for the assessment of work-integrated learning. The E-WIL instrument could be useful for healthcare organisations when the goal is to assess aspects of newly graduated registered nurses' learning and professional development.
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| 5. |
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| 6. |
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| 7. |
-
Cognitive Abilities and Educational Outcomes. A Festschrift in Honour of Jan-Eric Gustafsson
- 2017
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Editorial collection (other academic/artistic)abstract
- This book addresses problems and challenges that face educational measurement at a time when multipurpose usage of observational data from educational assessments, tests and international surveys has become a growing global trend. While the construction of educational measures and use of educational data offer many opportunities, they also require awareness of the numerous threats to validity and methods of reducing such threats. Written by leading international scholars, the book demonstrates the complexity of educational measurement by addressing three broad and interrelated topics. The first part discusses cognitive abilities, including studies on fluid intelligence, its improvement and its links to aptitude tests for admission to higher education. The second part focuses on the effects of school and teacher-related factors on school outcomes at individual and group levels, and uses international studies to analyze causes. The third part presents analytical techniques and measurement methods to improve reliability, for example factor analysis using Bayesian estimators, bi-factor analysis, model misfit and solutions, and discusses balance issues in reporting test results. The book provides examples of state-of-the-art analytical techniques for pursuing fundamental research problems, and the latest advances in measurement methods, with a focus on validity improvement. Eminent researchers discuss and provide insights into questions such as: Is it possible to train individuals to think at a higher level than normal for their age? What determines prospective preschool teachers’ skill to perceive mathematics-related preschool situations? Can international indicator design and instruments be improved to use trends and national context variables more efficiently? Can indicator data at national, school and class levels be compared easier? Are value-added measures of teacher effectiveness valid when it comes to hiring and promoting teachers? Is money better spent on teacher training than on smaller class-size? How do theory and empirical statistical data intertwine in building structures of understanding? This book is inspired by the career and personal influence of the Swedish scholar Professor Jan-Eric Gustafsson, renowned for his research on individual differences, especially the structure of cognitive abilities, and on the effects of education on knowledge and skills.
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| 8. |
- Davidov, Eldad, et al.
(author)
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Does Money Matter? A Theory-Driven Growth Mixture Model to Explain Travel-Mode Choice with Experimental Data
- 2006
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In: Methodology. - : Hogrefe Publishing Group. - 1614-1881 .- 1614-2241. ; 2:3
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Journal article (peer-reviewed)abstract
- In the present article we apply a growth mixture model using Mplus via STREAMS to delineate the mechanism underlying travel-mode choice. Three waves of an experimental field study conducted in Frankfurt Main, Germany, are applied for the statistical analysis. Five major questions are addressed: (1) whether the choice of public transport rather than the car changes over time; (2) whether a soft policy intervention to change travel mode choice has any effect on the travel-mode chosen; (3) whether one can identify different groups of people regarding the importance allocated to monetary and time considerations for the decision of which travel mode to use; (4) whether the different subgroups of people have different initial states and rates of change in their travel-model choices; (5) whether sociodemographic variables have an additional effect on the latent class variables and on the changes in travel-mode choice over time. We also found that choice of public transportation in our study is stable over time. Moreover, the intervention has an effect only on one of the classes. We identify four classes of individuals. One class allocates a low importance to both monetary and time considerations, the second allocates high importance to money and low importance to time, the third allocates high importance to both, and the fourth allocates a low importance to money and a high importance to time. We found no difference in the patterns of travel-mode changes over time in the four classes. We also found some additional effects of sociodemographic characteristics on the latent class variables and on behavior in the different classes. The model specification and the empirical findings are discussed in light of the theory of the allocation of time of Gary Becker.
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| 9. |
- Ding, Yi, 1992, et al.
(author)
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Construct Validity and Measurement Invariance of Mathematics Self-Efficacy and Self-Concept in Swedish PISA 2003 and 2012
- 2021
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In: World Education Research Association (WERA) Virtual Focal Meeting. - Santiago de Compostela, Spain.
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Conference paper (other academic/artistic)abstract
- A large amount of research has shown that individuals’ beliefs in their ability have a major impact on their actions in different situations (Bandura, 1986; Marsh et al., 2018; Usher & Pajares, 2006). According to Bandura (1986), students’ self-related beliefs plays a vital role in their academic achievements. Self-belief of competence is a broad conception which involves several facets and constructs, among which, self-efficacy and self-concept have been given considerable attention (Bong & Skaalvik, 2003; Lee, 2009; Marsh, 1987; Shavelson et al., 1976). According to Bong and Skaalvik (2003), both self-efficacy and self-concept can contribute to the prediction of academic performance. Students with different self-beliefs demonstrate different level of cognitive engagement as well as well-being in school (Bong & Skaalvik, 2003). Self-efficacy refers to one’s thoughts and belief in the self’s capability, which is built through previous experiences. According to Bandura’s (1986) social cognitive theory, self-efficacy captures the one’s belief in his or her competence on a specific task or process. Mathematics self-efficacy (MSE) in Programme for International Student Assessment (PISA) is a measure of student’s expectation and conviction of what can be accomplished when they need to solve pure and applied mathematics tasks. The students are asked to report on their perceived ability by responses whether they feel confident, confident, not very confident or not at all confident towards "using a train timetable", "calculating TV discount", "calculating square metres of tiles" etc (OECD, 2012). Self-concept is generally defined as one’s perception of his- or herself, which is established through experiences as well as interpretations of social atmosphere and with reference with their peers (Rosenberg, 1979; Marsh, 1987; Parker et al., 2014). It refers to general perception of the competence to a subject matter but not linked to specific tasks in that subject. Mathematics self-concept (MSC) in PISA is constructed index based on students’ responses about their perceived competence in mathematics, whether they strongly agree, agree, disagree or strongly disagree with the statements towards "get good grades", "learn quickly", "not good at math", etc (OECD, 2012). The aim of the study is two-fold. First, to evaluate construct validity of mathematics self-efficacy and self-concept as measured in PISA through exploring the measurement property of these constructs. Second, to examine measurement invariance of mathematics self-efficacy and self-concept scales over time. Data on Swedish students participating in PISA 2003 and PISA 2012 was used, which consists of 4624 and 4736 students respectively.
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| 10. |
- Ding, Yi, 1992, et al.
(author)
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Examining the Role of Students’ Mathematics Self-concept and Self-efficacy in Mathematics Achievement in Sweden over Time: A Multigroup Multilevel Analysis
- 2022
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In: The European Conference on Educational Research (ECER), 2022, Yerevan (online).
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Conference paper (other academic/artistic)abstract
- Mathematics, as one of the mandatory and key school subjects worldwide, plays a vital role in equipping young people with mathematical knowledge and skills and preparing them not only for higher education but also for later private and professional life in modern society. Previous research has established that student self-concept and self-efficacy could predict and impact academic achievement (Bong & Skaalvik, 2003; Multon et al., 1991). It has also been observed for many decades that student gender, socioeconomic status and immigration background influence academic achievement, directly and indirectly (Bondy et al., 2017; Leder, 1992; Tate, 1997; White, 1982). By using data from the Programme for International Student Assessment (PISA), it is possible not only to analyse the relationships among students’ characteristics, self-related constructs and academic achievement but also review to what extent differences in these relationships are conditioned across the Swedish educational system and over time. The main aim of the study was to investigate the relative importance of student mathematics self-concept and self-efficacy for mathematics achievement in Sweden.
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| 11. |
- Ding, Yi, 1992, et al.
(author)
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Measurement Invariance in Comparing Mathematics Self-Efficacy and Self-Concept across 40 Countries and Economies in PISA 2003 and 2012
- 2021
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In: The European Conference on Educational Research (ECER), Geneva (online).
-
Conference paper (other academic/artistic)abstract
- In PISA studies, self-reported questionnaire data is used to assess student mathematics self-efficacy and self-concept across different education systems and measurement cycles. The comparability of these constructs is thus essential for the validity of the inferences drawn from any cross-nation and cross-cycle analyses involving these constructs. Invariance is a statistical property of measurement, indicating the measured construct being equivalence across groups and/or over time (Vandenberg and Lance, 2000). Therefore, studies aiming to make cross-national/cultural comparisons or comparisons over time, measurement invariance has to be reached to make such comparisons appropriate and proper. The aim of the present study was to assess the measurement invariance of mathematics self-efficacy and self-concept employed in the PISA 2003 and 2012 cycles, and across 40 countries and economies (by cohort by country). The study was intended to identify patterns of non-invariance in the measurement of student mathematics self-efficacy and self-concept related to participant’s country and cohort, and assess whether these two constructs can be comparably measured across groups. The study considered 40 countries and economies participated in both the PISA 2003 and 2012 cycles, giving a total sample size 605,564 respondents. The alignment method was used.
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| 12. |
- Ding, Yi, 1992, et al.
(author)
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Testing measurement invariance of mathematics self-concept and self-efficacy in PISA using MGCFA and the alignment method
- 2023
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In: European Journal of Psychology of Education. - : Springer Science and Business Media LLC. - 0256-2928 .- 1878-5174. ; 38:2, s. 709-732
-
Journal article (peer-reviewed)abstract
- The aim of the study is to investigate the measurement invariance of mathematics self-concept and self-efficacy across 40 countries that participated in the Programme for International Student Assessment (PISA) 2003 and 2012 cycles. The sample of the study consists of 271,760 students in PISA 2003 and 333,804 students in PISA 2012. Firstly, the traditional measurement invariance testing was applied in the multiple-group confirmatory factor analysis (MGCFA). Then, the alignment analyses were performed, allowing non-invariance to a minimum to estimate all of the parameters. Results from MGCFA indicate that mathematics self-concept and self-efficacy hold metric invariance across the 80 groups (cycle by country). The alignment method results suggest that a large proportion of non-invariance exists in both mathematics self-concept and self-efficacy factors, and the factor means cannot be compared across all participating countries. Results of the Monte Carlo simulation show that the alignment results are trustworthy. Implications and limitations are discussed, and some recommendations for future research are proposed.
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| 13. |
- Ding, Yi, 1992, et al.
(author)
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The Importance of Mathematics Self-concept and Self-efficacy on Mathematics Achievement: Comparison between the Public and Independent Schools in Sweden
- 2023
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In: The European Conference on Educational Research (ECER), Glasgow.
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Conference paper (other academic/artistic)abstract
- Achievement gaps in mathematics can be found among education systems all over the world in international large-scale assessment studies (ILSAs). In almost all education systems, students’ socioeconomic status (SES) has been documented as one of the most important factors associated with achievement, known as the “socioeconomic achievement gap” (Chmielewski, 2019), while in other education systems, achievement gaps can be accounted for by gender, immigration background, ethnicity and/or urban-rural locations of schools and students (e.g., Bondy et al., 2017; Brozo et al., 2014; Song et al., 2014). In Sweden, remarkable differences can be observed between public and independent schools and the differences might be explained by a larger share of students with well-educated parents in independent schools than in public schools (Klapp Lekholm, 2008). Taking mathematics as an example, students in independent schools perform better than students from public schools in Programme for International Student Assessment (PISA), even after controlling the background variables, and the crucial difference in achievement holds consistent from PISA 2003 to PISA 2012 regardless of the sharp decline, and the advantage of independent schools has emerged over time (OECD, 2019). The types of schools (private or public as categorised in PISA) are generally differentiated by the ownership of schools. Private schools refer to schools managed directly or indirectly by a non-government organisation (such as a church, trade union, business or other private institution), while public schools are managed by a public education authority, government agency, or governing board appointed by the government or elected by a public franchise (OECD, 2020). In the Swedish context, instead of private schools, it would be more accurate to use the term independent schools, which can be run by private organisations to operate educational activities through a publicly funded voucher system (Yang Hansen & Gustafsson, 2016) and could be running for profit (Wiborg, 2015). Research also indicates that students’ motivational beliefs seem to be important for academic achievement in the Swedish education system (Klapp, 2018). Previous research has established that student self-beliefs could predict and impact academic achievement, among which self-concept and self-efficacy are the most identified ones (Bong & Skaalvik, 2003; Multon et al., 1991). Mathematics self-concept is an individual’s perceived competence in mathematics (OECD, 2013), and was found strongly related to students’ general mathematics achievement (Bong & Skaalvik, 2003; Ma & Kishor, 1997). Mathematics self-efficacy measures students’ expectations and conviction of what can be accomplished when they need to solve pure and/or applied mathematics tasks. Students’ mathematics self-efficacy had a strong direct effect on mathematics problem-solving despite their general mental ability (Pajares & Kranzler, 1995). It is well established that mathematics self-concept and self-efficacy to a varying degree are associated with students’ mathematics achievement. It has also been observed for many decades that student gender, socioeconomic status and immigration background influence academic achievement, directly and indirectly (e.g., Bondy et al., 2017; Schleicher, 2006). There is still uncertainty, however, regarding how the relations among mathematics self-concept, self-efficacy, student characteristics (SES, gender, immigrationbackground) and mathematics achievement may vary for students in different types of schools (public or independent) in the Swedish education system and over the years. The main aim of the study was to investigate the relative importance of student mathematics self-concept and self-efficacy for mathematics achievement across Swedish public and independent schools over time, concerning student characteristics such as SES, gender and immigration background.
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| 14. |
- Ding, Yi, 1992, et al.
(author)
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The Paradoxical Relations between Students’ Self-concept, Self-efficacy and Achievement in Mathematics
- 2023
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In: American Educational Research Association (AERA) 2023, Chicago.
-
Conference paper (other academic/artistic)abstract
- The study aims to study paradoxical relations between two non-cognitive factors (i.e., self-concept and self-efficacy) and achievement in mathematics. The data from PISA 2012 was used, consisting of more than 500 000 students at age 15 from 65 education systems. The study first tested the measurement invariance of mathematics self-concept and self-efficacy constructs across these education systems and found that both constructs held metric invariance. Correlation analyses were thus performed at the student, school and country levels. The results indicate that a paradoxical relation exists between mathematics self-concept and achievement at the school level for a few countries, as well as at the country level. At all levels, mathematics self-efficacy is positively correlated with achievement.
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| 15. |
-
Effective and Equitable Teacher Practice in Mathematics and Science Education A Nordic Perspective Across Time and Groups of Students
- 2024
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Editorial collection (other academic/artistic)abstract
- This open access book presents original research on effective and equitable teacher practice in mathematics and science education across Nordic countries. It focuses on three key aspects of teacher practice: what teachers teach, how teachers teach, and how teachers assess their students. To provide a comprehensive understanding of teacher practice, data from the IEA’s Trends in Mathematics and Science Study (TIMSS) from 2011 to 2019 was analyzed. TIMSS provides large-scale and representative data, allowing an in-depth investigation of the relations between teachers, their practices, and student outcomes. The findings highlight the changes in teacher practice over time and the extent to which such changes explain the differences in student outcomes. This research also contributes to understanding how the relationships between teacher practice and student outcomes vary across different student groups (i.e., gender, socioeconomic status, and language background). The empirical evidence presented not only adds a significant layer to the academic discourse but also offers practical implications. These insights are crucial in facilitating educational policymaking and classroom practices aimed at improving student outcomes and closing gaps in educational inequality.
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| 16. |
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| 17. |
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| 18. |
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| 19. |
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| 20. |
- Gustafsson, Jan-Eric, 1949, et al.
(author)
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Changes in the Impact of Family Education on Student Educational Achievement in Sweden 1988–2014
- 2018
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In: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 62:5, s. 719-736
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Journal article (peer-reviewed)abstract
- ABSTRACT The main aim of this study was to investigate the development of the correlation between family education and student achievement in Sweden, which previous research has found to be stable, in spite of increasing school segregation and widening differences in levels of achievement between schools. Based on register data for populations of graduates from compulsory school between 1988 and 2014, correlations between parental education and student grades were estimated. The correlation was found to increase by .04 units between the early-1990s and 2014. The main reasons why this has not been found in previous research are that too coarse a categorization of parental education has been used, a declining quality of measurement of grades, and demographic changes related to immigration
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| 21. |
- Gustafsson, Jan-Eric, 1949, et al.
(author)
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Effects of Home Background on Student Achievement in Reading, Mathematics, and Science at the Fourth Grade.
- 2013
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In: M. O. Martin and I. V. S. Mullis (Eds) TIMSS and PIRLS 2011: Relationships Among Reading, Mathematics, and Science Achievement at the Fourth Grade—Implications for Early Learning. - Boston College, USA : Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.. - 9781889938189 ; , s. 183-289
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Book chapter (peer-reviewed)
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| 22. |
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| 23. |
- Gustafsson, Jan-Eric, 1949, et al.
(author)
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Resultatförändringar i svensk grundskola
- 2009
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In: Vad påverkar resultaten i svensk grundskola? Kunskapsöversikt om betydelsen av olika faktorer. - Stockholm : Skolverket. - 9789185545674 ; , s. 40-85
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Book chapter (other academic/artistic)
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| 24. |
- Gustafsson, Jan-Eric, 1949, et al.
(author)
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School characteristics moderating the relation between student socio-economic status and mathematics achievement in grade 8. Evidence from 50 countries in TIMSS 2011
- 2018
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In: Studies in Educational Evaluation. - : Elsevier BV. - 0191-491X. ; 57, s. 16-30
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Journal article (peer-reviewed)abstract
- The main aim of the study was to identify school characteristics that can reduce the relation between socio-economic status (SES) and achievement, so that equity of educational outcomes can be improved. Data from 50 countries participating in the Trends in International Mathematics and Science Study (TIMSS) conducted in 2011, focusing on Grade 8 mathematics, was analysed. Two-level random slopes models fitted at school- and student-levels were used to investigate the influence of quality and quantity of instruction, school climate, and school SES on the within-school regression slope for achievement on SES. The results showed school SES to be the strongest determinant of slope differences across schools and educational systems. Whether school SES relates negatively or positively to the within-school regression of achievement on student SES is an indicator of whether the educational system is compensatory or anti-compensatory with respect to student SES.
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| 25. |
- Johansson, Stefan, 1980, et al.
(author)
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A modeling approach to identify academically resilient students: evidence from PIRLS 2016
- 2024
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In: European Journal of Psychology of Education. - 0256-2928 .- 1878-5174. ; 39, s. 711-730
-
Journal article (peer-reviewed)abstract
- In studies of academic resilience, the concept is typically operationalized by pre-defined cutoff values of students' achievement level and their social background. A threat to the validity of such arbitrary operationalizations is that students around the cutoff values may be misclassified. The main objective of the current study is to apply a modeling approach to identify academically resilient students. Data come from the Progress in International Reading Literacy Study 2016. The primary method used was latent profile analysis. The study demonstrates that it is possible to identify a group of academically resilient students using a set of variables indicating achievement level and protective factors. Even though results suggest that academically resilient students have higher reading achievement compared to other less-advantaged students, it is evident that they have higher interest and confidence in reading than the non-resilient groups. A sensitivity analysis for other countries indicated similar results. Implications stemming from the results are discussed.
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| 26. |
- Johansson, Stefan, 1980, et al.
(author)
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Are Mathematics Curricula Harmonizing Globally Over Time? : Evidence from TIMSS National Research Coordinator Data
- 2019
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In: Eurasia Journal of Mathematics, Science and Technology Education. - : Modestum Publishing Ltd. - 1305-8223. ; 15:2
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Journal article (peer-reviewed)abstract
- Given the impact of international large-scale assessments (ILSAs) on policy-making in different educational systems around the world, this study aims to examine whether national mathematics curricula in different educational systems harmonize over time. Data from the Trends in International Mathematics and Science Study (TIMSS) is used to explore this issue. In addition to background questionnaires given to students, teachers and schools, a curriculum questionnaire was completed by each national research coordinator (NRC) in all participating countries in each TIMSS cycle. In the present study, data from 2003, 2007, 2011 and 2015 was used. The analyses focused on the information about the extent to which the national mathematics curriculum covered certain topics in the subdomains of mathematics tested in TIMSS Grade 8. Growth curve modeling and latent profile analyses were applied to uncover the development trend and countries’ unobserved profiles in mathematics content domains of Number, Algebra, Geometry, and Data. Three clusters of countries were identified. Most countries belonged to the same profile in the later cycles of TIMSS. The study found indications of a general harmonization with respect to number of topics covered in countries’ curricula over time, thus contributing to discussions of policy implications of a global curriculum.
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| 27. |
- Johansson, Stefan, 1980, et al.
(author)
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Curricula Harmonization? A Study Using Data From National Research Coordinators
- 2017
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In: 7th IEA International Research Conference.
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Conference paper (other academic/artistic)abstract
- The proposed study aims to examine the tendency that national curricula in different educational systems harmonize over time, for example as a consequence of the prevalent impacts of international large-scale assessments (ILSAs), such as TIMSS (Trends in International Mathematics and Science Study), PIRLS (Progress in International Reading Literacy Study) and PISA (Programme for International Student Assessment). Since the TIMSS 1995, a curriculum questionnaire was completed by each national research coordinator (NRC) of all participating countries in each TIMSS cycle. In the present study, data from 2003 and 2015 was used. Information about the extent to which the national mathematics curriculum covered certain topics in the subdomains tested in TIMSS (Number, Algebra, Geometry, Data) was in focus for the analyses. The analytical method used was latent profile analyses where countries belongingness to a certain profile was observed. The preliminary analyses did not show any indications of a general harmonization or differentiation of countries curricula over time. Most countries belonged to the same profile 2003 and 2015. A larger time span would most likely be needed to trace any harmonizing effects.
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| 28. |
- Liu, X., et al.
(author)
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Does School-Level Instructional Quality Matter for School Mathematics Performance? Comparing Teacher Data across Seven Countries
- 2022
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In: Sustainability. - : MDPI AG. - 2071-1050. ; 14:9
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Journal article (peer-reviewed)abstract
- Based on the TALIS 2013 and PISA 2012 linkage data, we examine the measurement properties of school instructional quality and study its relationship with mathematics performance, considering school context characteristics (school composition, teacher-student relationship, and teacher qualifications). The study adopts a cross-country perspective. In five of the seven countries, a three-dimensional framework has been confirmed to study mathematics instructional quality (disciplinary climate, supportive climate, and cognitive activation). As a common factor, disciplinary climate explains the variation in school mathematics achievement in four countries. The key is the interaction with socioeconomic status. Schools composed of students with favourable socioeconomic backgrounds reflect a disciplinary climate conducive to learning. Schools consisting of students with low socioeconomic backgrounds benefit more from a supportive climate, contributing to the reduction in the achievement gap. Schools with harmonious teacher-student relationships reflect differential effects on mathematics performance of schools consisting of students from lower- and higher-socioeconomic status families. Low-SES schools are more likely have less academically qualified teachers. School collective teacher qualification seems not directly related to school mathematics performance, but disciplinary climate mediates this link. Consistently, schools composed of students from high-socioeconomic status families tend to perform better.
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| 29. |
- Liu, X., et al.
(author)
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Exploiting the linked teaching and learning international survey and programme for international student assessment data in examining school effects: A case study of Singapore
- 2022
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In: Frontiers in Education. - : Frontiers Media SA. - 2504-284X. ; 7
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Journal article (peer-reviewed)abstract
- This paper attempts to demonstrate the usefulness of the linkage data from two international large-scale assessment studies, Teaching and Learning International Survey 2013 (TALIS) 2013 and Programme for International Student Assessment (PISA) 2012, in examining the effects of schools. Data from seven educational systems are used to link, and four critical issues with five selection criteria are applied to the data selected. The linking dataset facilitates the investigation of mathematics performance while considering individual learner characteristics, mathematics teacher variables in the classroom environment and the school-level variables. We extend the new avenue of research by developing a linked database geared to the specific mathematics teaching and learning domain to reflect the school mathematics educational environment. The case study using Singapore linkage data demonstrated the feasibility and potential of exploring school effectiveness. In Singapore, schools with teachers of a higher level of education and self-efficacy in teaching mathematics related to a higher level of school mathematics performance. The study offers a guideline and inspiration to the research community to exploit the rich information in both TALIS and PISA studies to facilitate school effectiveness studies.
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| 30. |
- Liu, X., et al.
(author)
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Teacher versus student perspectives on instructional quality in mathematics education across countries
- 2024
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In: Instructional Science. - 0020-4277. ; 52, s. 477-513
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Journal article (peer-reviewed)abstract
- The present study examines the measurement property of instructional quality in mathematics education, building on data from teachers and students, by combing TALIS 2013 and PISA 2012 linkage data from seven countries. Confirmatory factor analysis was applied to examine the dimensionality of the construct instructional quality in mathematics instruction. Three dimensions were identified (i.e., classroom disciplinary climate, teacher support, and cognitive activation) when building on teacher data from TALIS. This three-dimensional model did not fit all countries. When analyzing PISA data, the same three dimensions could be identified, but two additional dimensions appeared: classroom management and student-orientated instruction. This five-dimensional factor structure reflected metric invariance across all countries. The findings imply that students and teachers seem to hold different perceptions about mathematics instructional quality reflect different dimensions. These differences seem to vary within and between countries. This implies that care should be taken when using the construct as an equivalent measure of instructional quality when studying school effectiveness in mathematics education across countries.
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| 31. |
- Nasiopoulou, Panagiota, et al.
(author)
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Exploring preschool teachers’ professional profiles in Swedish preschool: a latent class analysis
- 2019
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In: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 189:8, s. 1306-1324
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Journal article (peer-reviewed)abstract
- This article explores preschool teachers’ professional profiles in Sweden. Considering various educational policy reforms in Sweden the last decades, this study is grounded in interactionist perspectives and Bronfenbrenner’s bio-ecological model. A set of multiple professional indicators related to preschool teachers’ educational background, personal characteristics and their working context were analysed applying latent class analysis as a person-oriented approach. The sample consists of 698 preschool teachers across different preschools in 46 municipalities in Sweden. The analysis revealed two subgroups of preschool teachers’ professional profiles: (a) late educated (after the introduction of preschool curriculum in 1998) and (b) early educated (before the introduction of preschool curriculum in 1998). The pattern of graduation year, experience, continuous professional development and specified assignment in preschool was the most distinctive pattern across these profiles. Findings add to the ongoing debate on preschool teachers’ professionalization suggesting an alternative analytic approach examining multiple indicators characterizing preschool teachers’ professional profiles.
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| 32. |
- Natasha Glassow, Leah, et al.
(author)
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Assessing the comparability of teacher-related constructs in TIMSS 2015 across 46 education systems: an alignment optimization approach
- 2021
-
In: Educational Assessment, Evaluation and Accountability. - : Springer Science and Business Media LLC. - 1874-8597 .- 1874-8600. ; 33, s. 105-137
-
Journal article (peer-reviewed)abstract
- Research related to the "teacher characteristics" dimension of teacher quality has proven inconclusive and weakly related to student success, and addressing the teaching contexts may be crucial for furthering this line of inquiry. International large-scale assessments are well positioned to undertake such questions due to their systematic sampling of students, schools, and education systems. However, researchers are frequently prohibited from answering such questions due to measurement invariance related issues. This study uses the traditional multiple group confirmatory factor analysis (MGCFA) and an alignment optimization method to examine measurement invariance in several constructs from the teacher questionnaires in the Trends in International Mathematics and Science Study (TIMSS) 2015 across 46 education systems. Constructs included mathematics teacher's Job satisfaction, School emphasis on academic success, School condition and resources, Safe and orderly school, and teacher's Self-efficacy. The MGCFA results show that just three constructs achieve invariance at the metric level. However, an alignment optimization method is applied, and results show that all five constructs fall within the threshold of acceptable measurement non-invariance. This study therefore presents an argument that they can be validly compared across education systems, and a subsequent comparison of latent factor means compares differences across the groups. Future research may utilize the estimated factor means from the aligned models in order to further investigate the role of teacher characteristics and contexts in student outcomes.
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| 33. |
- Natasha Glassow, Leah, et al.
(author)
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Does socioeconomic sorting of teacher qualifications exacerbate mathematics achievement inequity? Panel data estimates from 20 years of TIMSS
- 2023
-
In: Studies in Educational Evaluation. - : Elsevier BV. - 0191-491X. ; 77
-
Journal article (peer-reviewed)abstract
- Recent and older studies have reported either a persistence or a widening of the socioeconomic achievement gap—the difference in performance between students in top and bottom socioeconomic groups. Using a panel data technique with country fixed effects for 32 education systems and six waves of data from the Trends in International Mathematics and Science Study, we examine whether the sorting of teachers by specialization level in mathematics education and novice status across students of different socioeconomic backgrounds exacerbates mathematics achievement inequity despite the presence of a time-varying control for socioeconomic school segregation. We find modest evidence that sorting by mathematics education is associated with achievement inequity, but no evidence supporting the importance of sorting based on teacher experience. Socioeconomic school segregation, on the other hand, clearly and persistently exacerbates achievement inequity. The results have policy implications regarding the effective distribution of educational resources. Availability of data and materials: The data are freely available via the TIMSS data repository.
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| 34. |
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| 35. |
- Nielsen, T., et al.
(author)
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Are s chool characteristics related to equity? The answer may depend on a country’s developmental level.
- 2016
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In: IEA Policy Brief. - 2215-0196. ; :10
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Journal article (peer-reviewed)abstract
- In most countries, students’ socioeconomic status (SES) is strongly related to their educational achievement: the higher a student’s SES, the higher his or her achievement scores, and vice versa. This lack of equity in student outcomes is of great concern to policy makers because educational achievement should not depend on family background. This policy brief examines how school characteristics may be associated with educational equity in terms of the relationship between students’ SES and achievement. There was a clear distinction between highly-developed and developing countries; school characteristics differed in their relationship to educational equity in these two groups. Instructional quality, school emphasis on academic success, and a safe and orderly school climate were associated with a looser relationship between SES and achievement; family background was thus less important in many highly-developed countries, and school characteristics were consequently related to greater equity. In contrast, the same school characteristics exhibit no such association in developing countries; in some cases, instructional quality, school emphasis on academic success, or a safe and orderly school climate were related to exacerbated inequality.
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| 36. |
- Peixoto, Francisco, et al.
(author)
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Contribution to the Validation of the Expectancy-Value Scale for Primary School Students
- 2023
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In: Journal of Psychoeducational Assessment. - : SAGE Publications. - 0734-2829 .- 1557-5144. ; 41:3, s. 343-350
-
Journal article (peer-reviewed)abstract
- Grounded in ‘expectancy-value’ theory, this paper reports on the psychometric properties of an instrument intended to measure students’ motivation in mathematics. The participants were 2045 third-, fourth- and fifth-grade students from Estonia, Finland, Norway, Portugal, Serbia and Sweden. The Expectancy-Value Scale (EVS) was found to be suitable for early grades of primary education in measuring competence self-perceptions and subjective task values relative to the mathematics field. The results indicate a good model fit aligned with the expectancy-value theory. The EVS dimensions showed good reliability, and scalar invariance was established. However, findings also indicated high correlations between some of the EVS dimensions, which is well documented for students at this age. The findings are discussed relative to the ‘expectancy-value’ theory framework and students’ age.
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| 37. |
- Radišić, Jelena, et al.
(author)
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Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries
- 2024
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In: European Journal of Psychology of Education. - 0256-2928 .- 1878-5174. ; 39, s. 1587-1613
-
Journal article (peer-reviewed)abstract
- Mathematics teachers’ beliefs are central to mathematics teaching and student learning. Because different aspects of motivation and affect—particularly enjoyment—primarily develop within the classroom context, examining how different teachers’ beliefs may affect student outcomes in mathematics is imperative. The current study examines teachers’ beliefs about the nature and learning of mathematics in connection to students’ motivation (i.e. intrinsic value, utility value and perceived competence) and enjoyment of mathematics across different settings by considering students’ mathematics achievement, gender and classroom composition (i.e. socioeconomic and behavioural). Data were collected from 3rd- and 4th-grade mathematics teachers (N = 686) and their students (N = 11,782) in six countries (i.e. Norway, Finland, Sweden, Portugal, Estonia and Serbia). A two-level structural equation modelling technique (TSEM) (i.e. student level and classroom level) with random slopes was employed to address our research questions. The results indicate that students’ intrinsic value and perceived competence positively relate to their enjoyment of mathematics in all six countries. Teachers’ beliefs about the nature and learning of mathematics moderate the within-classroom relationship between boys and girls and the motivation and enjoyment of learning mathematics in Portugal and Norway. Unlike boys, girls consistently perceive themselves as less competent in mastering mathematics, even in primary school. Classroom socioeconomic composition had a more pronounced influence on teachers’ beliefs in Sweden, Norway and Serbia. In relation to teachers’ beliefs, classroom behavioural composition was relevant in Estonia and Sweden. In Finland and Norway, classroom composition was essential to boys’ and girls’ differential motivation and enjoyment of mathematics learning.
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| 38. |
- Rasmusson, Maria, 1973-
(author)
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Det digitala läsandet : Begrepp, processer och resultat
- 2014
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Doctoral thesis (other academic/artistic)abstract
- The aim of this doctoral dissertation project has been to investigate and describe the reading comprehension of digital texts related to the reading of traditional texts by gender differences, computer-game playing, and socioeconomic background factors. The dissertation is based on four studies. In the first study, the results from a reading comprehension test delivered on screen is compared to a test delivered on paper and administered to 235 Swedish students 14-15 years of age. The students managed the test in the paper mode slightly better than that in the screen mode. The difference was particularly evident for boys. The second study used Swedish data from the PISA 2009 survey in an analysis conducted with a structural equation modelling technique. A digital reading factor nested within the overall reading was identified. A gender difference in favour of boys was found in this factor. This difference was perfectly mediated by the larger amount of time that the boys spent on computer-game playing. The third study, conducted on Swedish and Norwegian PISA data from 2009, focussed on equity aspects in reading comprehension and indicated that the unique aspects of digital reading were not influenced by cultural capital, neither on the student nor on the school level, in contrast to what was the case for traditional reading comprehension. The fourth study, using qualitative data, aimed at exploring the abilities and skills important for digital reading. The analysis resulted in five categories: traditional literacy, multimodal literacy, pathfinding, IT abilities, and information abilities. Drawing on a mixed-methods approach, the overall conclusion drawn from the results of the four studies was that reading comprehension of digital texts has unique aspects in addition to those required for reading comprehension of traditional texts. Three other important conclusions were pointed out as well. The first was that reading comprehension is influenced by the context of the texts; the second was that particular skills and abilities are required for digital reading; and the third was that there seems to be less of an influence of background factors on the performance of digital reading compared to traditional reading among Swedish (and Norwegian) youth. The results are discussed in relation to a Dual Level Theory formulated by Leu et al., as well as the validity issues with an outset in Bachman’s conversation analysis. The implications for schooling have been considered.
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| 39. |
- Rolfe, Victoria, 1987, et al.
(author)
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Does inequality in opportunity perpetuate inequality in outcomes? International evidence from four TIMSS cycles
- 2021
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In: Studies in Educational Evaluation. - : Elsevier BV. - 0191-491X .- 1879-2529. ; 71
-
Journal article (peer-reviewed)abstract
- Entrenched socioeconomic inequalities in achievement have been observed in international assessments for decades, with previous research suggesting that these inequalities may be exacerbated by differentiation in the opportunities provided to various social groups. Much previous research in this field has been US-based or subject to measurement issues. This study investigated socioeconomic inequalities in outcomes and opportunities using four cycles of international assessment data across 78 countries. Further, the paper questions whether inequalities in opportunities are related to inequalities in outcomes. The findings indicate global social inequalities in mathematics and science outcomes, while inequality of opportunity was particularly concentrated in economically advanced countries. Little evidence of the perpetuation of socioeconomic inequality in achievement through differentiated educational provision was found.
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| 40. |
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| 41. |
- Rolfe, Victoria, 1987, et al.
(author)
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Integrating educational quality and educational equality into a model of mathematics performance
- 2022
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In: Studies in Educational Evaluation. - : Elsevier BV. - 0191-491X .- 1879-2529. ; 74
-
Journal article (peer-reviewed)abstract
- Using data from TIMSS 2015, this study investigated determinants of inequality between classrooms in mathematics performance in Sweden. Applying multiple-group confirmatory factor analysis and measurement invariance frameworks to identify latent constructs with which to build a two-level structural equation model, this study integrated teacher certification, teacher preparedness and school emphasis on academic success into a model of inequality of outcomes and opportunities. The study found evidence that more socioeconomically advantaged classes had better prepared mathematics teachers. School culture towards academic achievement was not associated with mathematics achievement. Finally, the analyses indicated that substantial inequalities exist for students taught by specialist and non-specialist teachers.
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| 42. |
- Rolfe, Victoria, 1987, et al.
(author)
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Tackling Unobserved Heterogeneity in Socioeconomic Status and Opportunity to Learn, and their Effects on Academic Achievement
- 2017
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In: Paper presented at ECER 2017 Copenhagen, Denmark.
-
Conference paper (other academic/artistic)abstract
- The TIMSS 2015 results revealed an improved mathematics score for 8th graders in Sweden. However, the achievement gaps with respect to socioeconomic and ethnic background also have increased dramatically (Mullis, Martin, & Loveless, 2016). It is thus interesting and important to examine the factors that might be lying behind the observed trends in educational equity and quality. A possible precursor of this period of fluctuation in achievement and the noted achievement gap is the influence of wide-ranging structural school reforms implemented since the late 1980s. These reforms, notably the free school choice policy, decentralization and deregulation, have transformed the school system creating a marketplace for providers and may have triggered changes in the characteristics in school compositions, in turn have an influence on student outcomes (Thrupp, 1995; Thrupp & Lupton, 2006). Another possible explanation is that changing opportunities to learn (OTL) have had differential effects on equity and efficiency. Many countries have revised their curricula, and other reforms, such as choice of schools have changed the social and ethnic composition of the schools. Changes in the learning and teaching environment may, furthermore, constrain or strengthen the OTL (e.g., Authors, 2016a; 2016b). In the study we focus on changes in OTL of mathematics content and SES between 1995 and 2015 in Sweden. We try to establish a causal link between the changing SES, OTL and the changing achievement gaps between unobserved subgroups of students. This theoretical framework opportunity to learn (OTL) distinguishes between the prescribed curriculum, the taught curriculum, the assessed curriculum and the achieved curriculum. The prescribed curriculum is usually specified at the system level. The taught curriculum is at the classroom level. The assessed curriculum refers to the tasks included in the achievement tests, and the achieved curriculum refers to what individuals have learnt, as reflected in the assessment (e.g. Schmidt, Zoido & Cogan, 2014). The theoretical model also distinguishes between antecedents and contexts at three levels: the educational system level, the school/classroom level, and the student level. In the proposed study, we focus on the antecedents at the school/classroom context is determined by allocation of resources and translation of the prescribed curriculum into teaching and the antecedents at the student level are individual characteristics such as characteristics of the home, which influence the achieved curriculum. This multilevel model thus specifies direct and indirect effects on the achieved curriculum of the other factors in the model. According to the model, there are direct effects of OTL and student characteristics; while the factors at the school/classroom and educational system levels influence the achieved curriculum indirectly. As mentioned before, the free choice of schools accompanied with other reforms in Sweden has changed the landscape of Swedish schools. As a consequence, the school mix in terms of student intake body’s characteristics and school resources differed largely across schools. We have good reason to assume that different groups of students and schools may have rather differentiated factor structure in the measurement and structural relations. The unobserved heterogeneity in the sample population need to be taken care of otherwise the estimates of effects will be biased. Against this background, the paper seeks to answer the following questions: 1. How do SES and OTL impact mathematics achievement in TIMSS 1995 to 2015? 2. Does the factor structure of SES an OTL differ over some unobserved subgroups of students and schools in each TIMSS studies from 1995 to 2015 in Sweden? 3. Does the relationship among SES OTL and math achievement differ across the subgroups of students and schools? Methods/methodology This paper uses data from TIMSS 1995 to 2015 pertaining to grade eight students in Sweden. Factor mixture modeling is used to examine unobserved heterogeneity in the factor structure of SES, school mix and OTL for each TIMSS study. It is assumed that the factor structures are not the same for the sample in each TIMSS study and the differentiated factor structure over the unobserved heterogeneous student groups are captured by the latent class variables included in the factor mixture model (Lubke & Muthén, 2005). The variables included in this model are drawn from the student and school questionnaires in TIMSS studies since 1995. Two-level factor mixture model (Henry & Muthén, 2010) is used to account for the hierarchical data structure and allow simultaneously detect the differentiated factor structure as well as effects on math achievement for unobserved subgroups of students. It is also interesting to see how the subgroups change the characteristics over different TIMSS studies over time. The analyses are conducted in Mplus (Muthén & Muthén, 1998-2015). Outcomes Preliminary analyses indicate that socio-economic and ethnic inequality in mathematics achievement differ significantly across schools for some countries. The school student mix too appears to have a varying effect on the between-school differences in the relationship between student’s socio-demographic characteristics and their math achievement. We expect that, in addition, differences in OTL between 2011 and 2015 have an effect on the sociodemographic inequality in mathematics achievement across different educational systems
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| 43. |
- Rosén, Monica, 1962, et al.
(author)
-
Influences of early home factors on later achievement in reading, math and science: An analysis of the Swedish data from PIRLS and TIMSS 2011
- 2013
-
In: 5th IEA International Research Conference.
-
Conference paper (peer-reviewed)abstract
- The purpose is to investigate the influence from early home background factors on achievement in reading, math and science. The effect of SES on school achievement has in Sweden been shown to be fairly large and stable across studies. However, less is known about what role early educational activities at home and early skills may have on achievement differences found in grade 4. With the TIMSS and PIRLS 2011 study a unique opportunity to investigate this matter in some detail is offered, as pupils in grade 4 have been tested in the three subject domains, and their parents provide information on a wide range of early home activities, early reading and numerical skills and other potential influences from the children’s homes. In this paper the data from the Swedish participation has been utilized for analyzing such relationships. A latent variable approach was adopted and the effects of early home factors were investigated in a path analysis, which allowed determination of direct and indirect effects. The results show a somewhat differential pattern of relations for math achievement as compared to science and reading. No gender differences were found in any of the factors that were related to achievement in grade 4, whilst boys were found to have a higher average performance in math and science and girls in reading.
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| 44. |
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| 45. |
- Rosén, Monica, 1962, et al.
(author)
-
Path analyses is early influences from home on grade 4 achievement in PIRLS and TIMSS 2011: A Nordic comparison
- 2013
-
In: The European Conference on Educational Research.
-
Conference paper (other academic/artistic)abstract
- The purpose of this study has been to investigate the influence from early home background factors on achievement in reading, math and science and compare such paths and patterns among the Nordic countries. While the effect of SES on school achievement has been shown to be fairly large and stable across studies, substantially less is known about what role early educational activities at home and early skills may have on achievement differences found in grade 4. Data from TIMSS and PIRLS 2011 allow this matter to be investigated in some detail, as pupils in grade 4 have been tested in three subject domains, and their parent has provided information on a wide range of early home factors. In this paper the data from Sweden, Norway and Finland has been utilized for analyzing and compare such relationships. We adopted a latent variable approach and the effects of early home factors were investigated in separate path analysis for each country. The same path model obtained satisfying fit indices in all countries and the results show a complex but fairly similar patterns of direct and indirect effects across the Nordic countries.
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| 46. |
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| 47. |
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| 48. |
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| 49. |
- Strietholt, Rolf, et al.
(author)
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The Impact of Education Policies on Socioeconomic Inequality in Student Achievement : A Review of Comparative Studies
- 2019
-
In: Socioeconomic Inequality and Student Outcomes. - Singapore : Springer. - 9789811398629 - 9789811398636 ; , s. 17-38
-
Book chapter (other academic/artistic)abstract
- This chapter reviews international comparative studies on the determinants of socioeconomic inequality in student performance. We were interested in studies of explanatory variables that are amenable to educational policy interventions. To identify such publications, we developed a comprehensive search strategy and conducted an electronic search based on six databases. We also manually searched two existing hand-picked reviews. After duplicates were removed, the search resulted in 814 references, of which a total of 35 studies met the eligibility criteria. The included studies investigated diverse topics such as learning environments inside and outside of school, educational expenditure, teacher education, autonomy, accountability, differentiation, and competition from private schools. Most studies are descriptive in nature and their findings are sometimes ambiguous. Despite these limitations, we tentatively conclude that the opportunity of choice reinforces inequality. Measures that target social selection can be effective.
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| 50. |
- Strietholt, Rolf, et al.
(author)
-
The Impact of Education Policies on Socioeconomic Inequality in Student Achievement: A Review of Comparative Studies. : In Socioeconomic Inequality and Student Outcomes. Cross-National Trends, Policies, and Practices. Eds: Louis Volante., Sylke V. Schnepf., John Jerrim., Don A. Klinger
- 2019
-
In: Education Policy & Social Inequality, vol 4.. - Singapore : Springer Nature. - 2520-1476 .- 2520-1484. - 9789811398629 ; , s. 17-38
-
Book chapter (peer-reviewed)abstract
- This chapter reviews international comparative studies on the determinants of socioeconomic inequality in student performance. We were interested in studies of explanatory variables that are amenable to educational policy interventions. To identify such publications, we developed a comprehensive search strategy and conducted an electronic search based on six databases. We also manually searched two existing hand-picked reviews. After duplicates were removed, the search resulted in 814 references, of which a total of 35 studies met the eligibility criteria. The included studies investigated diverse topics such as learning environments inside and outside of school, educational expenditure, teacher education, autonomy, accountability, differentiation, and competition from private schools. Most studies are descriptive in nature and their findings are sometimes ambiguous. Despite these limitations, we tentatively conclude that the opportunity of choice reinforces inequality. Measures that target social selection can be effective.
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