86,712 research outputs found
Interest in Science: Evidence from TIMSS Italian Data
No full textAbstractThere is a strong interest in acquiring a better understanding of what influences interest in science since it is supposed to be related to pupils’ future scientific skills and studies. The aim of this study is to examine, for the Italian Trends in International Mathematics and Science Study (TIMSS) 2007 data, the relationship between contextual factors, at school level and at pupil level, and the students’ interest in science. A multilevel analysis is conducted considering the home/student level nested under the school/teacher level. Results and implications for future studies are discussed
Measurement invariance of a reading literacy scale in the Italian Context: a psychometric analysis
No full textAbstractThe purpose of this study was to examine the factor structure and the measurement invariance of a reading literacy scale in the Italian context. The subjects are Italian pupils who took part in Progress in International Reading Literacy Study 2006. A confirmatory factor analysis approach was used and a full measurement invariance model was assessed. Results showed that the reading literacy is a factorially valid measure with metric invariance across gender and students with different immigration background. Results also suggested possible limitations of using PIRLS 2006 data when making within-country comparisons
An exploration of the gap between highest and lowest ability readers across 20 countries
No full textThe aim of the present study, based on data from 20 countries, is to identify the pattern of variables (at country, school and student levels), which are typical of students performing below the low international benchmark compared to students performing at the advanced performance benchmark, in the Progress in International Reading Literacy Study (PIRLS) 2006. The dependent variable of the analysis is a dichotomous variable, the values of which represent the two different performance groups of students. The independent variables are two sets of Organisation for Economic Co-operation and Development educational indicators, variables from PIRLS 2006 Reading Curriculum Questionnaire data, variables and indices based on data obtained from questionnaires for teachers, schools, parents and students. The analysis is based on classification and regression trees, which is a full hierarchical non-parametric method suited to detecting and interpreting complex reciprocal influences between a large number of independent variables. The results show that pupils' performance can be predicted by the relationships between country-level variables (the changes in teachers' salaries at the top of the salary scale), school context variables (e.g. percentages of students from economically affluent home) and home educational resources and variables at student level (e.g. students' reading self-concept). © 2013 Taylor & Francis
La transizione alla scuola superiore: modello teorico, costruzione e validazione della Scala di Difficoltà di Transizione (SDIT)
No full textLa transizione alla scuola superiore rappresenta una fase critica nel sistema scolastico italiano e una sfida adattiva assai impegnativa per gli allievi: un’opportunità di crescita personale ma anche una fonte di rischio quando il nuovo contesto formativo non è sensibile alle esigenze di competenza, autonomia e relazione. Nell’anno di transizione, infatti, la cosiddetta dispersione da passaggio assume dimensioni preoccupanti. L’impegno della ricerca scientifica italiana in questo settore è assai carente rispetto ad altri Paesi, soprattutto gli Stati Uniti. Tuttavia, nonostante i notevoli progressi, la ricerca internazionale sulle transizioni scolastiche ha solo raramente indagato l’esperienza diretta degli allievi nella fase di passaggio alla scuola superiore mediante strumenti dotati di buone caratteristiche psicometriche e di un solido ancoraggio teorico. Obiettivo di questa ricerca è quello di presentare il modello concettuale su cui si basa la “Scala di difficoltà di transizione” (SDIT) e il processo di costruzione e di validazione dello strumento. La ricerca è stata condotta su un campione rappresentativo a livello nazionale composto da 7732 studenti del primo anno della scuola superiore. I risultati dell’analisi fattoriale confermativa hanno attestato la struttura unidimensionale ipotizzata e l’invarianza fattoriale rispetto al genere e al tipo di scuola. La SDIT presenta inoltre un soddisfacente livello di omogeneità interna e le correlazioni con le misure di criterio sono coerenti con il quadro teorico. I risultati pertanto offrono un adeguato supporto alla validità di costrutto e all’attendibilità della SDIT e di conseguenza al suo uso nei contesti educativi per scopi di ricerca e applicativi di screening .The transition into high school is a critical juncture in the Italian education system and requires a challenging adaptation for students entering a new learning environment. It could be positive providing opportunity for personal growth or negative when the new school setting is not sensitive to students’ needs for autonomy, competence and relatedness. In the transition year, the so-called “transition selection process” has a very alarming features. In Italy there are only a few research in this field compared to other countries, mainly United States. However, despite its relevant accomplishments, international research on school transitions only seldom has addressed students’ transition experience directly using theoretically based tools with sound psychometric properties. The purpose of this study is to present the conceptual model and the development and validation processes of the Transition Difficulty Scale (SDIT). The study has been conducted on a national representative sample of 7732 students attending the first year of 150 senior high schools. Results of a confirmatory factor analysis attested the mono-dimensional structure of the SDIT and showed factorial invariance across gender and types of schools. The SDIT had satisfactory levels of internal consistency and the correlations among the SDIT scores and the criterion measures were consistent with the theoretical framework. In sum, the present findings provide adequate support for the construct validity and reliability and for the use of the SDIT in research and practice, particularly as a screening tool
The effect of classroom composition and size on learning outcomes for Italian and immigrant students in high school
No full textStudents cannot change the composition and the size of the classroom they attend, and the effect of these variables on achievement is a source of educational inequality. In this study, based on a representative sample of Italian high school students (N = 26,799), a multilevel analysis was performed to: (i) estimate the overall impact of the structural characteristics of the class on achievements; (ii) identify which of the analysed characteristics were more relevant. The results show that the structure of the classroom has a significant impact on academic performance, and they identify group’s initial learning level and gender composition as the most important factors. The overall socio-economic level of the class and the percentage of immigrant students proved to have a lower impact, which varied according to different geographical areas, and the group size does not seem to be relevant. In conclusion, if the outcome of interest is academic performance, results suggest that the classroom size and the number of immigrant students attending the class has little or no relevance in high school, while the group’s initial achievement, the gender composition and, to a lesser extent, the socio-economic composition of the group should be taken into consideration. Given the complexity of the objectives of the educational system in Italy, which are by no means limited to the improvement of academic results, future studies will have to examine the effects of the structure of the classroom also on non-cognitive outcomes that are closely related to students’ personal and social development
The classmates social isolation questionnaire (CSIQ). An initial validation
No full textSocial Isolation means having a lack of social contacts. This study reports a first validation of a brief self-report measure, the Classmates Social Isolation Questionnaire (CSIQ). The CSIQ is a questionnaire for children which assesses social isolation from classmates within the classroom as well as outside school. Data was based on a nationally representative sample of 26,670 Italian fifth grade students. Through exploratory and confirmatory factor analyses the bidimensional structure of the scale was established. The CSIQ showed measurement invariance both across gender and across groups with different immigrant backgrounds.Various tests of criterion validity had positive results and the CSIQ appears to be a valid and time-efficient instrument that can make a contribution to the study of social isolation and correlated factors
Country, school and students factors associated with extreme levels of science literacy across 25 countries
No full textA huge gap in science literacy is between students who do not show the competencies that are necessary to participate effectively in life situations related to science and technology and students who have the skills which would give them the potential to create new technology. The objective of this paper is to identify, for 25 countries, distinct subgroups of students with characteristics that appear to be associated with this proficiency gap. Data were based on the answers of 46,131 PISA 2006 students with scores classified below level 2 or above level 4, as well as the answers of their principals to school questionnaire and the OECD indicators of the financial and human resources invested in education at the national level for secondary school. The dependent variable of the analysis was a dichotomous variable the values of which represent the two different groups of students. The independent variables were the OECD indicators, and the items and indices derived from the student and school questionnaires. The analysis was based on classification trees and the findings were replicated and extended by the means of a multilevel logistic regression model. The results show that very specific levels of teachers’ salaries, parental pressure on schools, school size, awareness of environmental issues, science self-efficacy and socio-economic status have a very important role in predicting whether 15 year olds in OECD countries will belong to the lower or the highest proficiency groups as regards their aptitude in the context of life situations involving problems of a scientific nature
First Evidence on the Validity of the Students’ Relatedness Scale (SRS) and of the School Well-being Scale (SWS)
No full textAbstractSeveral studies suggest that students’ relatedness and well-being are related to students’ success at school and healthy development. The purpose of this study is to examine psychometric properties and construct validity of the Students’ Relatedness Scale (SRS) and of the School Well-being Scale (SWS). Multi-group confirmatory factor analyses (MCFA) are performed to test the theoretical structure of the two scales and their metric invariance across gender. Results of MCFAs are consistent with the scale structure hypothesized for SRS and SWS, and show the scales’ measurement invariance across gender. The internal consistency of the scales ranged from .72 to .85
The study of the academic adjustment and social inclusion of immigrant students in Italy: Methodological challenges and empirical evidence
No full textThis paper examines some psychological aspects of the academic adjustment and social inclusion of young people with an immigrant background at school, addressing some methodological issues and discussing the empirical evidence obtained from representative samples of students in Italy. Initially we examined methodologies related to the analysis of grouped data, with reference to procedures based on statistical correction and multilevel analysis. The choice of which approach is to be used should be based on the research questions, for example by clarifying whether they are asked at an individual or at a group level. Subsequently we considered the problem of conducting school investigations on sensitive issues, where an exclusive use of closed questions can be problematic. Instruments featuring open questions based on metaphors have, in this case, the advantage of allowing students to use their own words based on their personal experiences, making it possible to deal with delicate subjects indirectly. Evidence based on representative samples shows that, as regards academic adjustment, an immigrant pupil in primary school is, on average, more and better motivated regarding his/her activities at school than are his/her peers. At the same time, in secondary school, immigrant students use less self-regulated cognitive strategies. In both cases, first-generations show a more adaptive pattern than second-generations. As regards social inclusion, Italian studies show that in class an immigrant student has lower levels of peer acceptance and has less friends than native pupils. Moreover, he/she reports being victimized more frequently at school than other students. Second-generations are more socially included than first-generations suggesting an assimilation effect. Finally, as regards attitudes towards immigrants, Italian data show students' perceptions that, from a cognitive and emotional perspective can't be described simply using a positive/negative dichotomy
A Multilevel Structural Equation Model Testing the Influences of Socio-Economic Status and Pre-Primary Education on Reading Literacy in Italy
No full textAbstractThe aim of the present study is to examine the effect of Socio-Economic Status (SES), individual and compositional effects, and of pre-primary education on reading literacy in Italy. A multilevel structural equation model was used to examine data from 4189 fourth grade Italian students who took part in the Progress in International Reading Literacy Study (PIRLS). SES showed a significant positive direct impact on reading literacy at both student level and school level, while pre-primary education did not have a significant impact on reading literacy. The multi-group analysis showed that there were no significant differences between Italian geographical areas
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