SavedAdd your journal

Journals / Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi / 2015 / Cilt: 6 - Sayı: 1

An Analysis of the Profile of Resilient Students based on PISA 2012

Üstün Başarılı Öğrenci Profilinin PISA 2012’ye Dayalı olarak Analizi

İlker KALENDER
Pages
158–172
Publication Date
2015-03-27
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Results indicated that resilient students had more positive attitudes towards school and teachers compared with low achievers.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The present study sought to define resilient students’ profile in comparison with low achieving/low SES students.
📊
Key Findings & Data:To this end, several school- and teacher-related variables, taken from PISA 2012 student questionnaire, that were considered to be influential on students’ reading literacy were examined.
💡
Conclusion & Impact:Results indicated that resilient students had more positive attitudes towards school and teachers compared with low achievers.
🔬Design:Survey & Empirical Study
📍Scope:2012 Verileri
⚙️Variables:dezavantajli üstün başarılı öğrenciler · profil tanımlama · okuma becerisi

Abstract

The present study sought to define resilient students’ profile in comparison with low achieving/low SES students. To this end, several school- and teacher-related variables, taken from PISA 2012 student questionnaire, that were considered to be influential on students’ reading literacy were examined. A total number of 28 items from 5 dimensions were selected. They are: Student-Teacher Relations (5 items), Sense of Belonging (9 items), Attitude towards Learning at School (4 items), Attitude toward School (4 items), and Perceived Control (6 items). Using binary logistic regression, significant variables were defined explaining literacy differences between two groups of students. Then, profile of resilient students was defined. Results indicated that resilient students had more positive attitudes towards school and teachers compared with low achievers. The findings of the present may provide significant information as to increase rate of resilient students.

Özet

Bu çalışmada düşük sosyoekonomik düzeye sahip olan üstün başarılı öğrencilerin profili, düşük başarılı/düşük sosyo-ekonomik düzeye sahip öğrenciler ile karşılaştırmalı olarak ortaya konulmaya çalışılmıştır. Bu amaçla bu iki öğrenci grubu arasındaki okuma becerisi farklılıklarını açıklayabileceği düşünülen ve PISA 2012 öğrenci anketlerinden seçilen okul ve öğretmen ile ilgili faktörler incelenmiştir. Toplam 5 boyuttan 28 madde analizlere dahil edilmiştir. Bu boyutlar ve madde sayıları: Öğrenci-Öğretmen İlişkileri (5 madde), Aidiyet Duygusu (9 madde), Okulda Öğrenmeye Karşı Tutum (4 madde), Okula Karşı Tutum (4 madde) ve Algılanan Denetim’tir (6 madde). Binary lojistik regresyon yöntemi ile başarı farklılıklarını açıklayan anlamlı değişkenler tespit edilmiştir. Ardından üstün başarılı öğrenciler için bir profil tanımlanmıştır. Sonuçlar sosyoekonomik yoksunluk çeken üstün başarılı öğrencilerin düşük başarılı öğrenciler ile karşılaştırıldıklarında okul ve öğretmene karşı olumlu tutumlara sahip olduğunu göstermiştir. Çalışmadan elde edilen bulguların düşük sosyoekonomik ortamdan gelen üstün başarılı öğrenci oranının artırılmasına yardımcı olacağı düşünülmektedir

🔖

Cite This Article

KALENDER, İ. (2015). An Analysis of the Profile of Resilient Students based on PISA 2012. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, Cilt: 6 - Sayı: 1, 158–172. https://ajindex.com/articles/137463

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. Benard, B. (1993). Fostering resiliency in kids. Character Education, Vol.51(3), 44-48.
  2. Ceylan, E. & Berberoglu, G. (2007). Factors related with students’ science achievement: A modeling study. Education and Science, Vol.32, 36-48.
  3. Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, F., Mood, A. M., Weinfeld, F. D., et al. (1966). Equality of educational opportunity. Washington, DC: U.S. Government Printing Office. Debora L. Roorda, D. L. & Koomen, H. M. Y. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement a meta-analytic approach. Review of Educational Research, Vol.81(4), 493-529.
  4. De Baca, C. (2010). Resiliency and Academic Performance: A Review of Literature. Retrieved from http://www.scholarcentric.com/research/SC_Resiliency_Academic_Performance_WP.pdf
  5. Dolton, P. & Marcenaro-Gutierrez, O. (2013). Varkey GEMS foundation global teacher status index. Retrieved from http://www.varkeygemsfoundation.org/sites/default/files/documents/2013GlobalTeacherStatusIndex.pdf Donna Y. F. & Harris, J. J. (1996). Perceptions and attitudes of black students toward school, achievement, and other educational variables. Child Development, Vol.67(3), 1141-1152.
  6. Fındık, L. & Kavak, Y. (2013). Türkiye'deki sosyo-ekonomik açıdan dezavantajlı öğrencilerin PISA 2009 başarılarının değerlendirilmesi Educational dministration: Theory & Practice, Vol. 19(2), 249- 273. Garmezy, N. (1996). Reflections and commentary on risk, resilience and development. In R. J. Haggerty, L. R. Sherrod, N. Garmezy, & M. Rutter (Eds.) Stress, risk, resilience in children and adolescents: processe s, mechanism and interventions (pp.1-18). New York: Cambridge University Press.
  7. Gizir, C. & Aydın, G. (2009). Protective factors contributing to the academic resilience of students living in poverty in Turkey. Professional School Counseling, Vol. (1), 38. Goodman, J. F. (2008). Responding to children's needs: Amplifying the caring ethic. Journal of Philosophy of Education, Vol. 42(2), 233-248.
  8. Gore, S. & Eckenrode, J. (1996). Context and process in research on risk and resilience. In R. J. Haggerty, L. R. Sherrod, N. Garmezy, & M. Rutter (Eds.) Stress, risk, resilience in children and adolescents: Processes, mechanism and interventions (pp.19-63). New York: Cambridge University Press.
  9. Kalender, I. & Berberoglu, G. (2009). An assessment of factors related to science achievement of Turkish students. International Journal of Science Education, Vol