Searching for the Impact of National Culture Dimensions on Student Achievement: Implications for Educational Effectiveness Research

Autor/inn/en	Mejía-Rodríguez, Ana María; Kyriakides, Leonidas
Titel	Searching for the Impact of National Culture Dimensions on Student Achievement: Implications for Educational Effectiveness Research
Quelle	In: School Effectiveness and School Improvement, 34 (2023) 2, S.226-246 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mejía-Rodríguez, Ana María) ORCID (Kyriakides, Leonidas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2023.2171068
Schlagwörter	Secondary School Students; Achievement Tests; Foreign Countries; International Assessment; Academic Achievement; Educational Research; Instructional Effectiveness; Collectivism; Individualism; Social Values; Mathematics Achievement; Science Achievement; Reading Achievement; Predictor Variables; Effect Size; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Schulleistung; Bildungsforschung; Pädagogische Forschung; Unterrichtserfolg; Individualismus; Sozialer Wert; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Prädiktor
Abstract	To explore the wider educational environment included in the dynamic model of educational effectiveness, this paper reexamines the association between student achievement and two national culture dimensions: Monumentalism-Flexibility and Collectivism-Individualism. Using Programme for International Student Assessment (PISA) 2018 data of 317,127 students, 12,058 schools, and 41 countries, we evaluated three-level regression models controlling for students' socioeconomic status, gender, and grade; school's average socioeconomic status; and countries' wealth. The results of the multilevel regressions show significant negative associations of the two culture dimensions with student achievement in mathematics, science, and reading. However, our models indicate that Monumentalism-Flexibility is a better predictor of student achievement in mathematics and science, and that there is variation in effect sizes across domains. Implications for educational effectiveness research are drawn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01