How much do students’ scores in PISA reflect general intelligence and how much do they reflect specific abilities?

International Large-Scale Assessments (LSA) allow comparisons of education systems’ effectiveness in promoting student learning in specific domains, such as reading, mathematics, and science. However, it has been argued that students’ scores in International LSAs mostly reflect general cognitive ability (g). This study examines the extent to which students’ scores in reading, mathematics, science, and a Raven’s Progressive Matrices test reflect general ability g and domain-specific abilities with data from 3,472 Polish students who participated in the OECD’s 2009 Programme for International Student Assessment (PISA) and who were retested with the same PISA instruments, but with a different item set, in 2010. Variance in students’ responses to test items is explained better by with a bifactor Item Response Theory (IRT) model than by the multidimensional IRT model routinely used to scale PISA and other LSAs. The bifactor IRT model assumes that non-g factors (reading, math, science, and Raven’s test) are uncorrelated with g and with each other. The bifactor model generates specific ability factors with more theoretically credible relationships with criterion variables than the multidimensional standard model. Further analyses of the bifactor model indicate that the domain-specific factors are not reliable enough to be interpreted meaningfully. They lie somewhere between unreliable measures of domain-specific abilities and nuisance factors reflecting measurement error. The finding that PISA achievement scores reflect mostly g, which may arise because PISA aims to test broad abilities in a variety of contexts or may be a general characteristic of LSAs and national achievement tests. Educational Impact and Implications Statement: This study analyzes Programme for International Student Assessment data from Poland to establish how much the achievement of secondary school students in reading, mathematics, science and in a Raven’s Progressive Matrices test reflects general ability and how much it reflects domain-specific abilities. Findings indicate that a scaling model that accounts for general ability, fit the data better than models typically employed in large scale assessments that ignore the influence of general ability on student achievement. The finding that students’ responses to PISA test items reflect general ability rather than domain-specific abilities, if replicated to other countries, could have important implications for the design of large-scale assessments and the interpretation of analyses of large-scale assessment data

Comparison of algorithms for incoming atmospheric long-wave radiation

While numerous algorithms exist for predicting incident atmospheric long-wave radiation under clear (Lclr) and cloudy skies, few comparisons have been published to assess the accuracy of the different algorithms. Virtually no comparisons have been made for both clear and cloudy skies across multiple sites. This study evaluates the accuracy of 13 algorithms for predicting incident long-wave radiation under clear skies, ten cloud correction algorithms, and four algorithms for all-sky conditions using data from 21 sites across North America and China. Data from five research sites were combined with publicly available data from nine sites in the AmeriFlux network for initial evaluation and optimization of cloud cover estimates; seven additional AmeriFlux sites were used as an independent test of the algorithms. Clear-sky algorithms that excelled in predicting Lclr were the Dilley, Prata, and Angström algorithms. Root mean square deviation (RMSD) between predicted and measured 30-minute or hourly Lclr averaged approximately 23 W m-2 for these three algorithms across all sites, while RMSD of daily estimates was as low as 14 W m-2. Cloud-correction algorithms of Kimball, Unsworth, and Crawford described the data best when combined with the Dilley clear-sky algorithm. Average RMSD across all sites for these three cloud corrections was approximately 24 to 25 W m -2 for 30-minute or hourly estimates and approximately 15 to 16 W m-2 for daily estimates. The Kimball and Unsworth cloud corrections require an estimate of cloud cover, while the Crawford algorithm corrects for cloud cover directly from measured solar radiation. Optimum limits in the clearness index, defined as the ratio of observed solar radiation to theoretical terrestrial solar radiation, for complete cloud cover and clear skies were suggested for the Kimball and Unsworth algorithms. Application of the optimized algorithms to seven independent sites yielded similar results. On the basis of the results, the recommended algorithms can be applied with reasonable accuracy for a wide range of climates, elevations, and latitudes. © 2009 by American Geophysical Union

Sex differences in mathematics and reading achievement are inversely related: within- and across-nation assessment of 10 years of PISA data

We analyzed one decade of data collected by the Programme for International Student Assessment (PISA), including the mathematics and reading performance of nearly 1.5 million 15 year olds in 75 countries. Across nations, boys scored higher than girls in mathematics, but lower than girls in reading. The sex difference in reading was three times as large as in mathematics. There was considerable variation in the extent of the sex differences between nations. There are countries without a sex difference in mathematics performance, and in some countries girls scored higher than boys. Boys scored lower in reading in all nations in all four PISA assessments (2000, 2003, 2006, 2009). Contrary to several previous studies, we found no evidence that the sex differences were related to nations’ gender equality indicators. Further, paradoxically, sex differences in mathematics were consistently and strongly inversely correlated with sex differences in reading: Countries with a smaller sex difference in mathematics had a larger sex difference in reading and vice versa. We demonstrate that this was not merely a between-nation, but also a within-nation effect. This effect is related to relative changes in these sex differences across the performance continuum: We did not find a sex difference in mathematics among the lowest performing students, but this is where the sex difference in reading was largest. In contrast, the sex difference in mathematics was largest among the higher performing students, and this is where the sex difference in reading was smallest. The implication is that if policy makers decide that changes in these sex differences are desired, different approaches will be needed to achieve this for reading and mathematics. Interventions that focus on high-achieving girls in mathematics and on low achieving boys in reading are likely to yield the strongest educational benefits

A cross-national study on the antecedents of work–life balance from the fit and balance perspective

Drawing on the perceived work–family fit and balance perspective, this study investigates demands and resources as antecedents of work–life balance (WLB) across four countries (New Zealand, France, Italy and Spain), so as to provide empirical cross-national evidence. Using structural equation modelling analysis on a sample of 870 full time employees, we found that work demands, hours worked and family demands were negatively related to WLB, while job autonomy and supervisor support were positively related to WLB. We also found evidence that resources (job autonomy and supervisor support) moderated the relationships between demands and work–life balance, with high resources consistently buffering any detrimental influence of demands on WLB. Furthermore, our study identified additional predictors of WLB that were unique to some national contexts. For example, in France and Italy, overtime hours worked were negatively associated with WLB, while parental status was positively associated with WLB. Overall, the implications for theory and practice are discussed.Peer ReviewedPostprint (author's final draft

Gender Inequalities in Education

The terrain of gender inequalities in education has seen much change in recent decades. This chapter reviews the empirical research and theoretical perspectives on gender inequalities in educational performance and attainment from early childhood to young adulthood. Much of the literature on children and adolescents attends to performance differences between girls and boys. Of course achievement in elementary and secondary school is linked to the level of education one ultimately attains including high school completion, enrollment in post secondary education, college completion and graduate and professional school experiences. We recommend three directions for future research: (a) interdisciplinary efforts to understand gender differences in cognitive development and non-cognitive abilities in early childhood, (b) research on the structure and practices of schooling, and (c) analyses of the intersectionality of gender with race, ethnicity, class, and immigrant statuses in creating complex patterns of inequalities in educational experiences and outcomes

Search for CP violation in D+→ϕπ+ and D+s→K0Sπ+ decays

A search for CP violation in D + → ϕπ + decays is performed using data collected in 2011 by the LHCb experiment corresponding to an integrated luminosity of 1.0 fb−1 at a centre of mass energy of 7 TeV. The CP -violating asymmetry is measured to be (−0.04 ± 0.14 ± 0.14)% for candidates with K − K + mass within 20 MeV/c 2 of the ϕ meson mass. A search for a CP -violating asymmetry that varies across the ϕ mass region of the D + → K − K + π + Dalitz plot is also performed, and no evidence for CP violation is found. In addition, the CP asymmetry in the D+s→K0Sπ+ decay is measured to be (0.61 ± 0.83 ± 0.14)%

Recruiting participants for interventions to prevent the onset of depressive disorders: Possibile ways to increase participation rates

Background: Although indicated prevention of depression is available for about 80% of the Dutch population at little or no cost, only a small proportion of those with subthreshold depression make use of these services. Methods: A narrative review is conducted of the Dutch preventive services in mental health care, also addressing the problem of low participation rates. We describe possible causes of these low participation rates, which may be related to the participants themselves, the service system, and the communication to the public, and we put forward possible solutions to this problem. Results: There are three main groups of reasons why the participation rates are low: reasons within the participants (e.g., not considering themselves as being at risk; thinking the interventions are not effective; or being unwilling to participate because of the stigma associated with depression); reasons within the health care system; and reasons associated with the communication about the preventive services. Possible solutions to increasing the participation rate include organizing mass media campaigns, developing internet-based preventive interventions, adapting preventive interventions to the needs of specific subpopulations, positioning the services in primary care, integrating the interventions in community-wide interventions, and systematically screening high-risk groups for potential participants. Discussion: Prevention could play an important role in public mental health in reducing the enormous burden of depression. However, before this can be realized more research is needed to explore why participation rates are low and how these rates can be improved

Evidence for the h_b(1P) meson in the decay Upsilon(3S) --> pi0 h_b(1P)

Using a sample of 122 million Upsilon(3S) events recorded with the BaBar detector at the PEP-II asymmetric-energy e+e- collider at SLAC, we search for the $h_b(1P)$ spin-singlet partner of the P-wave chi_{bJ}(1P) states in the sequential decay Upsilon(3S) --> pi0 h_b(1P), h_b(1P) --> gamma eta_b(1S). We observe an excess of events above background in the distribution of the recoil mass against the pi0 at mass 9902 +/- 4(stat.) +/- 2(syst.) MeV/c^2. The width of the observed signal is consistent with experimental resolution, and its significance is 3.1sigma, including systematic uncertainties. We obtain the value (4.3 +/- 1.1(stat.) +/- 0.9(syst.)) x 10^{-4} for the product branching fraction BF(Upsilon(3S)-->pi0 h_b) x BF(h_b-->gamma eta_b).Comment: 8 pages, 4 postscript figures, submitted to Phys. Rev. D (Rapid Communications

Prevention of depression and anxiety in adolescents: A randomized controlled trial testing the efficacy and mechanisms of Internet-based self-help problem-solving therapy

<p>Abstract</p> <p>Background</p> <p>Even though depression and anxiety are highly prevalent in adolescence, youngsters are not inclined to seek help in regular healthcare. Therapy through the Internet, however, has been found to appeal strongly to young people. The main aim of the present study is to examine the efficacy of preventive Internet-based guided self-help problem-solving therapy with adolescents reporting depressive and anxiety symptoms. A secondary objective is to test potential mediating and moderating variables in order to gain insight into how the intervention works and for whom it works best.</p> <p>Methods/design</p> <p>This study is a randomized controlled trial with an intervention condition group and a wait-list control group. The intervention condition group receives Internet-based self-help problem-solving therapy. Support is provided by a professional and delivered through email. Participants in the wait-list control group receive the intervention four months later. The study population consists of adolescents (12-18-year-olds) from the general population who report mild to moderate depressive and/or anxiety symptoms and are willing to complete a self-help course. Primary outcomes are symptoms of depression and anxiety. Secondary outcomes are quality of life, social anxiety, and cost-effectiveness. The following variables are examined for their moderating role: demographics, motivation, treatment credibility and expectancy, externalizing behaviour, perceived social support from parents and friends, substance use, the experience of important life events, physical activity, the quality of the therapeutic alliance, and satisfaction. Mediator variables include problem-solving skills, worrying, mastery, and self-esteem. Data are collected at baseline and at 3 weeks, 5 weeks, 4 months, 8 months, and 12 months after baseline. Both intention-to-treat and completer analyses will be conducted.</p> <p>Discussion</p> <p>This study evaluates the efficacy and mechanisms of Internet-based problem-solving therapy for adolescents. If Internet-based problem-solving therapy is shown to reduce depressive and anxiety symptoms in adolescents, the implication is to implement the intervention in clinical practice. Strengths and limitations of the study are discussed.</p> <p>Trial registration</p> <p>Netherlands Trial Register NTR1322</p