TY - JOUR
T1 - Country-level correlates of educational achievement
T2 - Evidence from large-scale surveys
AU - He, J.
AU - Van De Vijver, Fons J. R.
AU - Kulikova, Alena
PY - 2017
Y1 - 2017
N2 - Linking country-level educational achievement with other country-level indicators has the potential to drive systemic educational changes, as these correlates may reflect characteristics relevant for policy-making decisions to improve educational effectiveness. This study establishes a nomological network of educational achievement at the country level, with clusters of country variables derived from psychological, sociological, and other country-comparative research. Country educational achievements were compiled from all cycles of the Programme for International Student Achievement (PISA), and the Trends in International Mathematics and Science Study (TIMSS) for Grade 8 and Grade 4 students. These scores were found to be correlated with (a) affluence and educational investment indicators (positive); (b) intelligence (positive); (c) religious diversity (positive); (d) values pertaining to long-term orientation (positive), autonomy (positive), uncertainty avoidance (negative), and embeddedness (negative); and (e) aggregated scores of conscientiousness, openness, self-esteem, and teacher self-reports of job satisfaction and efficacy (negative). Policy implications are discussed.
AB - Linking country-level educational achievement with other country-level indicators has the potential to drive systemic educational changes, as these correlates may reflect characteristics relevant for policy-making decisions to improve educational effectiveness. This study establishes a nomological network of educational achievement at the country level, with clusters of country variables derived from psychological, sociological, and other country-comparative research. Country educational achievements were compiled from all cycles of the Programme for International Student Achievement (PISA), and the Trends in International Mathematics and Science Study (TIMSS) for Grade 8 and Grade 4 students. These scores were found to be correlated with (a) affluence and educational investment indicators (positive); (b) intelligence (positive); (c) religious diversity (positive); (d) values pertaining to long-term orientation (positive), autonomy (positive), uncertainty avoidance (negative), and embeddedness (negative); and (e) aggregated scores of conscientiousness, openness, self-esteem, and teacher self-reports of job satisfaction and efficacy (negative). Policy implications are discussed.
U2 - 10.1080/13803611.2017.1455288
DO - 10.1080/13803611.2017.1455288
M3 - Article
SN - 1380-3611
VL - 23
SP - 163
EP - 179
JO - Educational Research and Evaluation
JF - Educational Research and Evaluation
IS - 5-6
ER -