Abstract
<p style="text-align:justify">Traditionally secondary studies on achievement on Programme for International Students Assessment (PISA) tests point to the significant impact of socioeconomic status and cultural backgrounds of families as well as the role of parental involvement, which in some cases has had a negative impact on achievement. For this article, a model of structural regression was tested, with structural modelling software. This model included the following factors: domestic and educational assets, parental support for students, parents’ perceptions about science, and science competencies among 214 high performing Mexican students on PISA tests in 2015. This resulted in a structural regression model with a goodness of fit, where science competencies were a positive significant variable, impacted by domestic and educational assets and parental involvement. An additional restricted model with four variables manifested as mediators, revealed that science competencies were predicted positively and significantly by domestic and educational assets, and by the manifest parental emotional support variable. Variables related to ownership of educational and cultural assets and resources, as well as parental support, particularly emotional parental support, have positive and significant impact on science competencies.</p>
Highlights
Some researchers who examine findings on learning outcomes, relate this to family variables linked to educational experiences of their children, especially academic learning
Traditionally secondary studies on achievement on Programme for International Students Assessment (PISA) tests point to the significant impact of socioeconomic status and cultural backgrounds of families as well as the role of parental involvement, which in some cases has had a negative impact on achievement
When we examine PISA 2015 results for Mexican students, out of 214 students placed at levels 4 and 5, the first plausible value of each of the three scientific competencies were selected as indicators for the latent Science Competencies variable, which was the variable used as a predictor in the structural regression model (Raykov & Marcoulides, 2000) tested with the EQS 6.4 program
Summary
Some researchers who examine findings on learning outcomes, relate this to family variables linked to educational experiences of their children, especially academic learning. Significant correlations were found between socioeconomic status and educational levels of families and Reading outcomes for Turkish students assessed through PISA 2015 (Ataş & Karadağ, 2017). With these same data (PISA 2015), a relationship was found between household socioeconomic variables (household wealth and technological resources) and reading performance; a relationship always greater in Latin America than in Northern European countries that showed, at the same time, greater dispersion (Sayans-Jiménez et al, 2018). PISA 2015 data for Swedish students from obligatory schools reflected that the correlation between parental emotional support as perceived by students and the academic attainment reported by PISA 2015 (on its three domains: Science, Reading, and Mathematics) is impacted by student motivation (Yang, 2017). Index of economic, social and cultural status (ESCS) had the most direct impact on the attainment variable
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