The relationship between cultural capital and the students’ perception of feedback across 75 countries: Evidence from PISA 2018

This paper employs Pierre Bourdieu's cultural capital theory to examine the extent to which students' cultural capital is related to teacher-student interaction in the context of feedback. The study uses PISA (2018) data to implement multilevel modelling for each participating country. The findings show that objectified and embodied components of cultural capital have a positive and statistically significant effect on students' perception of feedback across all countries. Institutionalised cultural capital, however, has no significant effect in most countries. Furthermore, the findings show that boys perceived receiving considerably more feedback than girls. Recommendations for future studies and implications for theory, practice and policy are discussed

Should different countries participating in PISA interpret socioeconomic background in the same way? A measurement invariance approach

It has been claimed that there is a lack of theory-driven constructs and a lack of cross-country comparability in International Large-Scale Assessment (ILSA)’s socio-economic background scales. To address these issues, a new socio-economic background scale was created based on Pierre Bourdieu’s cultural reproduction theory, which distinguishes economic, cultural and social capital. Secondly, measurement invariance of this construct was tested across countries participating in the Programme for International Student Assessment (PISA). After dividing the countries which participated in PISA 2015 into three groups, i.e., Latin American, European, and Asian, a Multi-Group Confirmatory Factor Analysis was carried out in order to examine the measurement invariance of this new socio-economic scale. The results of this study revealed that this questionnaire,which measures the socio-economic background, was not found to be utterly invariant in theanalysis involving all countries. However, when analysing more homogenous groups, measurementinvariance was verified at the metric level, except for the group of Latin American countries. Further,implications for policymakers and recommendations for future studies are discussed

Teachers’ Pedagogical Autonomy, Professional Development and Students’ Digital Skills: New Evidence from Italy

In light of the recent education reforms in Italy (La Buona Scuola, Law 107/15) featuring autonomy and digital skills, this paper examines the impact of teachers’ pedagogical autonomy on students’ computer literacy. The empirical analysis is conducted using data from the latest cycle of the International Computer and Information Literacy Study (ICILS 2018). Our results show that teachers’ pedagogical autonomy in itself is not significantly associated with students’ digital skills, but that when combined with certain types of professional development, it can positively influence students’ computer literacy. Based on our results, we argue for more localised resources and opportunities to be used for teachers to engage in reciprocal professional development via spontaneous peer support and learning over top-down standardised professional development programmes

The Effects of Growth Mindset and Resilience on Immigrant Students’ PISA Science Achievement: The Mediating Role of Attitudes Toward School

In recent years, self-theories such as growth mindset and resilience have gained interest as they have a sizable influence on achievement and school-related motivation. The aim of this study is to investigate the relationship between immigrant students’ growth mindset, resilience, and science achievement in PISA 2018 by considering the mediating effect of attitudes toward school. Using secondary data for Australia, the UK, and the USA obtained from PISA 2018, we conducted a series of Structural Equation Modeling analyses to unravel the relationship between self-theories and science achievement. The growth mindset had the strongest effect on science achievement for both immigrants and non-immigrants in all three countries; resilience was positively related to science achievement for immigrants in the US, and attitudes toward school were positively related to science achievement for immigrants in Australia. The mediating role of attitudes toward school between growth mindset, resilience and science achievement could not have been confirmed. We speculate that self-theories might be affecting immigrant groups differently in different countries. Implications regarding these findings are discussed

Survey Data on the Impact of COVID-19 on Parental Engagement Across 23 Countries

This data article describes the dataset of the International COVID-19 Impact on Parental Engagement Study (ICIPES). ICIPES is a collaborative effort of more than 20 institutions to investigate the ways in which, parents and caregivers built capacity engaged with children's learning during the period of social distancing arising from global COVID-19 pandemic. A series of data were collected using an online survey conducted in 23 countries and had a total sample of 4,658 parents/caregivers. The description of the data contained in this article is divided into two main parts. The first part is a descriptive analysis of all the items included in the survey and was performed using tables and figures. The second part refers to the construction of scales. Three scales were constructed and included in the dataset: ‘parental acceptance and confidence in the use of technology’, ‘parental engagement in children's learning’ and ‘socioeconomic status’. The scales were created using Confirmatory Factor Analysis (CFA) and Multi-Group Confirmatory Analysis (MG-CFA) and were adopted to evaluate their cross-cultural comparability (i.e., measurement invariance) across countries and within sub-groups. This dataset will be relevant for researchers in different fields, particularly for those interested in international comparative education

Survey data on the impact of COVID-19 on parental engagement across 23 countries

This data article describes the dataset of the International COVID-19 Impact on Parental Engagement Study (ICIPES). ICIPES is a collaborative effort of more than 20 institutions to investigate the ways in which, parents and caregivers built capacity engaged with children's learning during the period of social distancing arising from global COVID-19 pandemic. A series of data were collected using an online survey conducted in 23 countries and had a total sample of 4,658 parents/caregivers. The description of the data contained in this article is divided into two main parts. The first part is a descriptive analysis of all the items included in the survey and was performed using tables and figures. The second part refers to the construction of scales. Three scales were constructed and included in the dataset: 'parental acceptance and confidence in the use of technology', 'parental engagement in children's learning' and 'socioeconomic status'. The scales were created using Confirmatory Factor Analysis (CFA) and Multi-Group Confirmatory Analysis (MG-CFA) and were adopted to evaluate their cross-cultural comparability (i.e., measurement invariance) across countries and within sub-groups. This dataset will be relevant for researchers in different fields, particularly for those interested in international comparative education