过分的要求。一项使用PISA数据的国际调查

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
John Jerrim, Philip D. Parker, Nikki Shure
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引用次数: 1

摘要

这篇论文调查了“夸夸其谈”的现象——个人倾向于声称对一个问题或话题的了解比他们实际(或可能)做的要多。利用来自9个英语国家和4万多名年轻人的国际学生评估项目(PISA)数据,我们研究了青少年声称掌握三种并不存在的数学结构的倾向。我们发现,不同国家、性别和社会经济群体的年轻人在过度要求的倾向上存在巨大差异。研究发现,那些最有可能夸大其词的人也表现出高度的过度自信,他们认为自己工作努力,坚持不懈,在同龄人中很受欢迎。总之,这为过度要求提供了重要的新见解,不同群体之间的差异,以及它与其他心理结构的关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Overclaiming. An international investigation using PISA data
This paper investigates the phenomena of overclaiming – the propensity for individuals to claim more knowledge about an issue or topic than they really (or could possibly) do. Using Programme for International Student Assessment (PISA) data from nine Anglophone countries and over 40,000 young people, we examine teenagers’ propensity to claim knowledge of three mathematics constructs that do not really exist. We find substantial differences in young people’s tendency to overclaim across countries, genders, and socio-economic groups. Those who are most likely to overclaim are also found to exhibit high levels of overconfidence and believe they work hard, persevere at tasks, and are popular amongst their peers. Together this provides important new insight into overclaiming, how this differs across groups, and how it relates to other psychological constructs.
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来源期刊
Assessment in Education-Principles Policy & Practice
Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.70
自引率
3.10%
发文量
29
期刊介绍: Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.
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