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School life characteristics of resilient students: Evidence from PISA 2012

By ?????????

Abstract

??? ????????? ????????? ????????? ??????????????? ???????????? ????????? ????????? ????????? ??????????????? ????????? ???????????? ???????????? ?????? ??????????????? ????????? ???????????? ?????? ?????? ???????????? ????????? ???????????? ??? ??????. ?????? ?????? OECD?????? ??? 15??? ????????? ???????????????????????? ??????(literacy)??? ???????????? ??????????????? ??????????????????(PISA)??? 2012??? ?????? ??? ?????? ???????????? ?????? ??????????????? ?????? ??? ??????????????? ??????(ESCS) ????????? ???????????? ????????????????????? ???????????? ????????? ?????? ????????? ???????????? ???????????? ?????? ??????????????? ????????? ???????????????????????????(HGLM)?????? ???????????????. ????????????, ????????????????????? ???????????? ????????? ????????? ?????? ??????????????? ??????????????? ?????? ??????????????? ???????????? ????????? ?????? ????????? ???????????? ????????? ????????? ?????? ?????? ????????? ????????????. ????????? ????????? ????????? ??????????????? ????????? ????????? ??????????????? ????????? ????????? ?????? ?????? ???????????? ??? ??????????????? ???????????? ?????? ????????? ???????????? ??? ???????????? ????????? ????????? ??? ?????? ????????? ????????????. This paper conducted an empirical study focusing on 15-year-old students using Programme for International Student Assessment (PISA) 2012 data. In particular, the study first classified students into two groups based on Index of economic, social and cultural status (ESCS) in PISA 2012: 1) resilient students defined as students who succeeded at school(the top quarter of PISA 2012 mathematics score) despite a disadvantaged family background(the bottom 25% of ESCS); 2) at-risk students with the same disadvantageous family background who under-performed at school(the bottom quarter of PISA 2012 mathematics score). Next, the study examined which school life characteristics were more likely to differentiate these two student groups using hierarchical generalized linear model (HGLM) analysis. The major findings can be summarized as follows: First, in comparison with at-risk students, resilient students were more likely to perceive that schooling is valuable or useful. Second, the scores of “sense of belonging to school” for resilient students were significantly higher compared to those for at-risk students. These findings can be used as a useful evidence in developing educational policies and school reforming strategies for students from disadvantaged family background.??? ????????? 2014?????? ????????????(?????????)?????? ????????????????????? ??????(????????????????????????????????????)??? ?????? ????????? ????????????(NRF-2014S1A3A2044609)

Topics: academically resilient students, school life, sense of belonging, attitude towards school, PISA, ??????????????????, ???????????? ??????, ????????? ?????? ??????, ?????????
Publisher: ???????????????????????????
Year: 2015
DOI identifier: 10.14328/mes.2015.12.31.77
OAI identifier: oai:repository.hanyang.ac.kr:20.500.11754/29202
Provided by: HANYANG Repository
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