Academic achievement and the effects of the student’s learning context: a study on PISA data
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Psico-USF (Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712021000100013 |
Resumo: | Abstract School achievement is under a multiple factorial context related to student, school and family (SSF). Based on 23.141 Brazilians self-reports, obtained from PISA 2015, representative SSF measures were selected, and their impacts measured on school performance scores in mathematics, reading and science. The feeling of belonging to the school (BELONG) and parents’ emotional support (EMOSUPS) were strongly correlated with the three investigated performances. EMOSUPS affected how the student feels at school and when being assessed. And the educational and cultural resources of the home affected EEC three dimensions, increasing EMOSUPS, BELONG and school performance, and decreasing anxiety during assessments. Thus, the importance of the school and family environments on students’ performance is reiterated and calls for public policies in education that considers the three dimensions. |
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Academic achievement and the effects of the student’s learning context: a study on PISA dataschool environmenteducationfamilysocial bondcompaniesAbstract School achievement is under a multiple factorial context related to student, school and family (SSF). Based on 23.141 Brazilians self-reports, obtained from PISA 2015, representative SSF measures were selected, and their impacts measured on school performance scores in mathematics, reading and science. The feeling of belonging to the school (BELONG) and parents’ emotional support (EMOSUPS) were strongly correlated with the three investigated performances. EMOSUPS affected how the student feels at school and when being assessed. And the educational and cultural resources of the home affected EEC three dimensions, increasing EMOSUPS, BELONG and school performance, and decreasing anxiety during assessments. Thus, the importance of the school and family environments on students’ performance is reiterated and calls for public policies in education that considers the three dimensions.Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia2021-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712021000100013Psico-USF v.26 n.1 2021reponame:Psico-USF (Online)instname:Universidade São Francisco (USF)instacron:USF10.1590/1413-82712021260102info:eu-repo/semantics/openAccessAntonelli-Ponti,MayraMonticelli,Patrícia FerreiraVersuti,Fabiana MarisCampos,Josiane RosaElias,Luciana Carla dos Santoseng2021-04-19T00:00:00Zoai:scielo:S1413-82712021000100013Revistahttp://pepsic.bvsalud.org/scielo.php?script=sci_serial&pid=1413-8271&lng=pt&nrm=isohttps://old.scielo.br/oai/scielo-oai.phpedusf@saofrancisco.edu.br1413-82712175-3563opendoar:2021-04-19T00:00Psico-USF (Online) - Universidade São Francisco (USF)false |
dc.title.none.fl_str_mv |
Academic achievement and the effects of the student’s learning context: a study on PISA data |
title |
Academic achievement and the effects of the student’s learning context: a study on PISA data |
spellingShingle |
Academic achievement and the effects of the student’s learning context: a study on PISA data Antonelli-Ponti,Mayra school environment education family social bond companies |
title_short |
Academic achievement and the effects of the student’s learning context: a study on PISA data |
title_full |
Academic achievement and the effects of the student’s learning context: a study on PISA data |
title_fullStr |
Academic achievement and the effects of the student’s learning context: a study on PISA data |
title_full_unstemmed |
Academic achievement and the effects of the student’s learning context: a study on PISA data |
title_sort |
Academic achievement and the effects of the student’s learning context: a study on PISA data |
author |
Antonelli-Ponti,Mayra |
author_facet |
Antonelli-Ponti,Mayra Monticelli,Patrícia Ferreira Versuti,Fabiana Maris Campos,Josiane Rosa Elias,Luciana Carla dos Santos |
author_role |
author |
author2 |
Monticelli,Patrícia Ferreira Versuti,Fabiana Maris Campos,Josiane Rosa Elias,Luciana Carla dos Santos |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Antonelli-Ponti,Mayra Monticelli,Patrícia Ferreira Versuti,Fabiana Maris Campos,Josiane Rosa Elias,Luciana Carla dos Santos |
dc.subject.por.fl_str_mv |
school environment education family social bond companies |
topic |
school environment education family social bond companies |
description |
Abstract School achievement is under a multiple factorial context related to student, school and family (SSF). Based on 23.141 Brazilians self-reports, obtained from PISA 2015, representative SSF measures were selected, and their impacts measured on school performance scores in mathematics, reading and science. The feeling of belonging to the school (BELONG) and parents’ emotional support (EMOSUPS) were strongly correlated with the three investigated performances. EMOSUPS affected how the student feels at school and when being assessed. And the educational and cultural resources of the home affected EEC three dimensions, increasing EMOSUPS, BELONG and school performance, and decreasing anxiety during assessments. Thus, the importance of the school and family environments on students’ performance is reiterated and calls for public policies in education that considers the three dimensions. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712021000100013 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712021000100013 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/1413-82712021260102 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia |
publisher.none.fl_str_mv |
Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia |
dc.source.none.fl_str_mv |
Psico-USF v.26 n.1 2021 reponame:Psico-USF (Online) instname:Universidade São Francisco (USF) instacron:USF |
instname_str |
Universidade São Francisco (USF) |
instacron_str |
USF |
institution |
USF |
reponame_str |
Psico-USF (Online) |
collection |
Psico-USF (Online) |
repository.name.fl_str_mv |
Psico-USF (Online) - Universidade São Francisco (USF) |
repository.mail.fl_str_mv |
edusf@saofrancisco.edu.br |
_version_ |
1748937788821078016 |