The influence of SES, migration background, and non-cognitive abilities on PISA reading and mathematics achievement: evidence from Sweden

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-02-21 DOI:10.1007/s10212-024-00805-w

Björn Boman, Marie Wiberg

引用次数: 0

Abstract

The current study analysed the relationships between socio-economic status, migration background, and non-cognitive factors and PISA reading and mathematics achievement. The results from multi-level analyses on Sweden’s PISA survey from 2018 indicate that both mathematics achievement and reading achievement are affected by SES, migration background, reading abilities, growth mindset, and the ability to master the content. Between-school level differences are explained by reading motivation and the mother’s educational level. Our findings stress the importance of both socio-demographic, socio-economic, and non-cognitive factors such as reading self-concept and growth mindset for both mathematics achievement and reading achievement.

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社会经济地位、移民背景和非认知能力对国际学生评估项目（PISA）阅读和数学成绩的影响：来自瑞典的证据

本研究分析了社会经济地位、移民背景和非认知因素与PISA阅读和数学成绩之间的关系。对瑞典2018年PISA调查的多层次分析结果表明，数学成绩和阅读成绩都受到社会经济地位、移民背景、阅读能力、成长心态和掌握内容的能力的影响。校际间的差异则由阅读动机和母亲的教育水平来解释。我们的研究结果强调了社会人口、社会经济以及阅读自我概念和成长心态等非认知因素对数学成绩和阅读成绩的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.