Global Reversal of Income-Related Trends in Adolescent Life Satisfaction: Gender-Stratified Analysis of Programme for International Student Assessment 2015-2022.

School connectedness is a key protective factor to reduce risk of negative outcomes during adolescence. However, relatively few studies have investigated the role of school connectedness in promoting positive psychological outcomes during this period. Using the 2018 Programme for International Student Assessment (PISA) data, this study aimed to examine the relation between school connectedness and well-being, and to explore self-efficacy and growth mindset as potential mechanisms behind this relation, among a large and racially/ethnically diverse group of adolescents (N = 4,838; ages 15.33–16.33, M = 15.84, SD = 0.29; 49.11% girls, 50.89% boys) in the USA. The findings showed that the two elements of school connectedness positively predicted both hedonic (ie life satisfaction, positive and negative feelings) and eudaimonic (ie sense of meaning in life) well-being, with stronger effects for school belonging than teacher support. Additionally, self-efficacy, but not growth mindset of intelligence, functioned as an important pathway to promote well-being. These results underscore the importance of fostering school belonging and self-efficacy in promoting positive development among adolescents.

This study investigates the impact of urbanization on the Programme for International Student Assessment (PISA) academic performance and conducts comparisons among different countries. Rather than focusing only on school-based variables, it examines whether broader urban and well-being conditions help explain cross-national differences in student achievement. Various dimensions of urbanization, including economic, social, and educational outcomes, are examined. This quantitative study employs a correlational design. Utilizing methodologies such as stepwise regression analysis, hierarchical cluster analysis, and discriminant function analysis, this research sheds light on the complex relationship between urbanization and education, providing valuable insights for future research endeavors. Using OECD Better Life Index data, the study identifies the most salient predictors, groups countries according to shared patterns, and distinguishes between relatively higher- and lower-performing contexts. The study covers 37 Organization for Economic Co-operation and Development (OECD) countries. The study empirically demonstrates that indicators such as rooms per person, homicide rate, years in education, long-term unemployment, and life satisfaction significantly correlate with PISA academic performance. These results also reveal distinct country clusters associated with different combinations of urban advantages and disadvantages. The findings suggest that urbanization should be understood not simply as population concentration, but as a multidimensional process shaped by housing quality, safety, educational participation, labour market conditions, and subjective well-being..

Quantitative researchers lack frameworks for conceptualizing and operationalizing gender as different from sex. The present study uses the concept of a probabilistic boundary, derived from graphical models, to define the constitutive elements of gender. This approach aligns with a constructivist framework that views gender as a set of multidimensional attributes distinguishing men and women in specific societies. Using this framework and data from the 2018 Program for International Student Assessment (PISA, 2018), I identified the constitutive elements of gender across 72 countries and 74 constructs using a structure learning algorithm. Additionally, I examined whether country-level characteristics predict the presence of competitiveness and empathy—two stereotypically gendered traits—as constitutive elements of gender. The findings suggest that access to educational and economic opportunities and the country's region are predictive of the presence of competitiveness and empathy, respectively. I discuss the advantages, assumptions, and limitations of the proposed approach to operationalize gender.

This research aimed to determine the state's secondary school teachers' readiness for the PISA (Program for International Student Assessment) to address the mathematics-related "PISA gap." A quantitative descriptive-comparative research design was used to evaluate teachers' perceptions on three different dimensions: instructional leadership, collaborative practice and resource availability, and administrative readiness; as well as how actively involved they are in implementing PISA. More than 100 teachers completed the survey, with 60% having 10 or more years of experience and 60% holding master's or doctoral degrees. The results indicated that while nearly all teachers have high levels of collaborative and data-driven practices, they reported significant barriers with respect to the provision of resources, specifically in terms of the availability of internet-based connectivity (at both the school and local government levels) that would prevent or minimize the use of digital assessments promptly. In addition, the teachers indicated that they have not established standardized strategies to involve parents or guardians in attaining PISA goals; therefore, the level of parental involvement in the PISA-related process was the lowest of the four dimensions. Additionally, while there were no significant differences in perceived PISA readiness by rank or highest level of education attained, the number of years of teaching experience was statistically significant in influencing teachers' perceptions of stakeholder involvement. As a result, the authors developed a multi-faceted Mathematics Action Plan (MAP) called VIBA (Vitalizing Instruction, Building Alliances) that they plan to implement to address these areas of concern through collaborative professional development/training on the use of PISA and stronger partnerships with the community.

Background/Objectives: Bullying victimization is a significant threat to adolescents’ psychological well-being and academic functioning. However, most prior research has relied on variable-centered approaches that may obscure meaningful heterogeneity in students’ victimization experiences. The present study aimed to identify latent subtypes of bullying victimization among adolescents in Saudi Arabia using nationally representative PISA 2022 data and to examine whether the structure and prevalence of these subtypes differed across gender. Methods: Data were drawn from the Saudi Arabian sample of the Programme for International Student Assessment (PISA) 2022 and included 6709 adolescents. Bullying victimization was assessed using 11 categorical indicators representing different forms of victimization. Weighted descriptive analyses were first conducted to estimate the prevalence of specific bullying behaviors. Multigroup latent class analysis (LCA) was then applied separately across gender to identify victimization profiles and evaluate measurement and structural invariance. Sequential invariance testing was used to determine whether the latent classes had equivalent meaning and prevalence across males and females. This study involved secondary analysis of an existing large-scale educational dataset and did not require trial registration. Results: Weighted descriptive estimates showed that the prevalence of specific bullying victimization experiences ranged from 7.5% to 24.3%, with boys reporting greater exposure than girls on most overt and coercive forms. Class enumeration supported a parsimonious three-class solution for both genders, reflecting low, moderate, and high victimization severity. Approximately 71–79% of students were classified in the low-risk group, 14–18% in the moderate-risk group, and 3–14% in the high-risk group. Measurement invariance testing supported full invariance of item-response probabilities across gender, indicating that the latent classes represented substantively comparable victimization patterns for males and females. In contrast, structural invariance was not supported, as males were more likely to belong to the high-victimization class, whereas females were more likely to be classified in the low-risk group. Conclusions: The findings indicate that gender differences in bullying victimization are attributable to differences in the level of exposure rather than differences in the underlying structure of victimization experiences. Bullying victimization appears to be concentrated within a relatively small but highly vulnerable subgroup of adolescents. These results support the importance of universal school-based anti-bullying policies and prevention initiatives, while also highlighting the need for targeted psychosocial support and protective interventions for students experiencing chronic or multiple forms of victimization.

Research on academic resilience has gained attention for its potential to promote equitable opportunities, especially for socioeconomically disadvantaged students who face significant barriers. Yet, research on factors supporting academic resilience in science specifically across different cultural contexts remains limited. This study investigates academic resilience in science among secondary school students in two socio-culturally distinct countries, Sweden and Vietnam. It examines how students’ motivation to learn science and perceptions of school science differ between academically resilient and non-resilient students in each country. The analysis utilises data from the 2015 Programme for International Student Assessment (PISA) science cycle, involving 5,458 students from 202 Swedish schools and 5,826 students from 188 Vietnamese schools. The findings show a lower proportion of academically resilient students in Sweden (36.19%) compared to Vietnam (59.89%). Despite socio-cultural differences, both countries share common factors contributing to resilience in science, including enjoyment of science, science self-efficacy, teacher support, and a sense of belonging. However, several factors distinguishing resilient from non-resilient students vary between these countries, which are pertinent not only to students but also to teachers and their teaching approaches. This study underscores the importance of discipline-specific and contextually relevant approaches for fostering academic resilience in science education, particularly among disadvantaged youth. Adapting interventions to align with cultural and contextual needs can enhance equitable science learning outcomes.

Grounded in the assessment ecology framework, we examine how assessment components (school assessment policies, teacher assessment practices and training) are linked to the reading achievements of 151,969 students from 19 countries. Analyses of the 2018 PISA survey and test data yielded these results. Schools that posted assessment results for accountability, or teachers who often clarified learning goals, tracked student progress or accordingly adapted their teaching had students with higher reading scores. By contrast, schools mostly using assessment data to evaluate, teachers trained in reading comprehension assessment, or giving more feedback had students with lower reading scores. Students in richer countries or with better relationships with their teachers had higher reading scores. These findings show the complexity and interactions within assessment ecologies that shape learning outcomes.

The quality of education in the 21st century demands competencies beyond conceptual knowledge, including numeracy and quantitative literacy. However, students in Indonesia continue to demonstrate low achievement in these skills, as reflected in the 2022 Programme for International Student Assessment (PISA) results. This study aims to systematically review the development, trends, and contributions of numeracy and quantitative literacy research in biology education. The study was conducted using the systematic literature review (SLR) method with a preferred reporting items for systematic reviews and meta-analyses (PRISMA) approach covering articles published between 2014 and 2025. A total of 14 Scopus-indexed articles were selected based on inclusion and exclusion criteria. The results of the study show an increasing trend in publications since 2023, in line with the strengthening of global literacy policies such as sustainable development goals (SDGs) 4.6 and the 2022 PISA assessment. The majority of studies used a quantitative approach (57%) and were conducted in the United States (43%) and Indonesia (36%), with the greatest focus on ecology and evolution (29%) and undergraduate education (57%). Learning activities that support the improvement of numeracy and quantitative literacy include four main classifications, namely the integration of contextual questions, practicums and experiments, digital media, and project-based learning and quantitative modeling. This study also identified a research gap, namely the absence of studies that directly apply Kit learning media and the science, technology, engineering, and mathematics (STEM) approach in the context of numeracy and quantitative literacy in environmental change material. These findings provide a basis for developing innovative learning strategies to strengthen 21st-century competencies

In the Philippine educational context, In-Service Teacher Training (INSET) remains central to teacher professional development and to sustaining educational reforms. As technological innovations—particularly artificial intelligence (AI)—reshape teaching and learning, teachers face increasing pressure to integrate AI and media tools in ways that are meaningful, ethical, and pedagogically sound. However, many existing INSET programmes continue to prioritise tool-based demonstrations rather than structured and reflective pedagogical practice, while challenges such as the digital divide, limited infrastructure, and unequal access to technology constrain responsible implementation. This descriptive-exploratory study examines how integrating Design Thinking (DT) and Media and Artificial Intelligence Literacy (MAIL) within INSET can strengthen teachers’ capacity to respond to these challenges while aligning professional development with international benchmarks such as the Programme for International Student Assessment (PISA) 2029 framework. The paper develops a conceptual framework illustrating how DT-informed INSET can operationalise MAIL competencies through practices such as ethical reflection, bias evaluation, iterative prototyping, peer feedback, and stakeholder validation. The analysis also considers feasibility factors including institutional readiness, technological resources, and sustainability requirements. By strengthening teachers’ capacity to integrate ethical AI use, media evaluation, and human-centred problem solving into classroom practice, the proposed DT–MAIL–informed INSET approach functions as a skills multiplier that supports learners’ development of critical thinking, ethical reasoning, digital literacy, adaptability, and other future-ready competencies.

Educational disadvantages of children of immigrants have been linked to speaking a language other than that of school instruction at home. Yet both theory and previous research suggests that the continued use of the language of (parental) origin can be beneficial for children of immigrants. We used data from a subset of countries in the 2018 Programme of International Student Assessment (PISA) and analysed reading test scores, educational expectations, sense of belonging at school, and subjective wellbeing, paying attention to appropriate measurement of language use. Our results suggest that the language used at home is not systematically associated with subjective wellbeing or educational expectations. In a few countries, switching the home language to that of the destination country is associated with an increased sense of belonging and higher reading scores. We discuss these results with reference to ethnic boundary making and responding to the needs of linguistically diverse students. Keywords: language spoken at home; children of immigrants; learning outcomes; belonging

Abstract Mathematical proficiency in adolescence is crucial for both individual success and national economic development; yet few studies have examined cross-national differences in how achievement-related beliefs, motivations, and institutional factors affect mathematical outcomes. Specifically, this study filled the gap by investigating the impact of growth mindset, intrinsic motivation, and school autonomy on students’ mathematics performance across five top-performing Asian (Singapore, Macao, Hong Kong, Taipei, and Korea) and five top-performing Western (Switzerland, Ireland, Denmark, the United Kingdom, and Poland) education systems. We used the Programme for International Student Assessment 2022 dataset (N = 66,789) and multilevel mediation analyses to reveal that (a) growth mindset was positively associated with mathematics performance in all five Western economies and two Asian economies (Singapore and Taipei). (b) Intrinsic motivation mediated the pathway from growth mindset to mathematics performance in four Western economies (Ireland, Denmark, the United Kingdom, and Poland) and all five Asian economies. (c) School autonomy exhibited context-dependent moderating effects, strengthening the influence of growth mindset in Korea while amplifying the association between intrinsic motivation and mathematics performance in Singapore. This study highlights the importance of aligning educational interventions that target students’ motivational beliefs with the cultural and institutional contexts in which they are implemented.

Extreme response style (ERS), the tendency of participants to endorse the extreme categories of an item partially independent of item content, has repeatedly been found to decrease the validity of Likert-type scale results. For this reason, many IRT models have been developed that attempt to detect and correct for ERS. Despite the substantive literature on ERS and modeling of ERS, several important questions remain. To date, there is no clear estimate of how often ERS occurs in practice across a variety of scales and populations. In addition, there is little guidance on what item parameters for ERS models are commonly found in empirical data, while this information is crucial to inform future methodological studies utilizing ERS models. Finally, there is only limited information available on which ERS models tend to fit the data best. The current study sets out to address these three issues by analyzing data from the Programme for International Student Assessment using a generalized partial credit model, several multidimensional nominal response models, and several IRTree models. Results indicate an extremely high prevalence of ERS across scales, populations, and timepoints. Item parameters for future methodological studies are presented, and a general preference for IRTree models over MNRM models is found in many datasets. Implications for futures studies are discussed, and recommendations for practice are made.

ABSTRACT Many educational studies have examined the relationships between school science literacy achievement and various school-level factors, including school resources, teacher quality, and class size. The primary purpose of the current study was to investigate the predictive ability of student-, teacher-, and principal-reported variables for school science literacy achievement using a machine learning approach. Using data from 238 US schools collected by the 2015 Program for International Student Assessment, we examined the relative importance of 48 predictors in predicting school science literacy achievement. The machine learning algorithm identified ten relatively important predictors of school science literacy outcomes. Of the ten predictors, seven were reported by the students. We discussed the results concerning implications for school leaders in setting program priorities.

ABSTRACT Using data from the Programme for International Student Assessment (PISA) 2022, this study examines the impact of digital capital on middle school students’ creative thinking. The sample includes 12,333 15-year-old students from Hong Kong, Macao, and Taiwan in China. Digital capital is measured across three dimensions: usage frequency, usage ability, and usage interest. The results show that digital capital has an overall positive effect on creative thinking. Further analysis reveals clear dimensional heterogeneity: usage frequency shows a negative or non-linear association, whereas usage ability and usage interest have significant positive effects. These findings suggest that creative development depends not simply on more digital participation, but on the quality and motivational orientation of digital engagement. Further analyses show that the positive effect varies by gender, parental education, and school location. Mechanism analysis indicates that digital capital promotes creative thinking through self-efficacy, assertiveness, empathy, and curiosity. These findings deepen understanding of how digital capital shapes creative development and provide implications for fostering creative thinking in the digital era.

Teacher feedback has been considered a potent lever for promoting learning. However, empirical studies often fail to reveal a positive relationship between feedback and learning outcomes. To unveil the complex mechanisms through which teacher feedback works, scholars have increasingly investigated student factors that can enable its benefits. Grounded in feedback literacy and self-regulated learning (SRL) theories, the present study explored the mediating roles of students’ emotion (i.e., reading enjoyment) and cognition (i.e., reading strategies) in the relationship between feedback and reading achievement. Multilevel structural equation modeling was conducted with 592,249 15-year-old students from 79 countries/territories in the Programme for International Student Assessment (PISA) 2018 data. The results showed that teacher feedback had a negative direct effect on reading achievement but a positive indirect effect through reading enjoyment and strategies. These findings underscore the critical roles of students’ emotions and cognition in realizing the benefits of teacher feedback. Pedagogical implications for how teachers enhance adolescents’ positive emotions and learning strategies in feedback processes are discussed.

Abstract This study explores the association between school-based foreign language (FL) instruction and mathematical achievement among 15-year-old students, using data from the 2018 Programme for International Student Assessment (PISA). Two complementary analyses were conducted: a large-scale model ( n = 300,656) examining the relationship between time spent in FL learning and maths performance across 73 countries and a machine learning (ML) approach (random forest (RF); n = 53,459) identifying specific programme features that most strongly influence this relationship. Results show that longer exposure to FL instruction was associated with a modest but statistically robust increase in maths scores ( β = 0.08, p < .001), even after controlling for socioeconomic and contextual factors. Among programme characteristics, the integration of multicultural curricula emerged as a prominent predictor of higher maths performance. These findings indicate that sustained, culturally enriched FL learning is positively associated with numeracy outcomes, with implications for equity in academic achievement and cross-disciplinary performance.

Peer victimization is associated with lower adolescent well-being, but the underlying psychological processes and potential regulatory factors remain underexplored. Guided by a socioecological framework, this study examines whether body image perception is related to the link between peer victimization and subjective well-being, and whether resilience and parental emotional support are connected with these associations. Data were drawn from the 2018 Programme for International Student Assessment, including 39,144 adolescents (52.6% female; aged 15-16 years) from nine countries and economies, representing a broad range of socioeconomic backgrounds as indexed by the PISA Economic, Social and Cultural Status measure (M = -0.28, SD = 1.12). Structural equation modeling was used to test a moderated mediation model in which body image perception was specified as a mediator, and resilience and parental emotional support were specified as moderators. Peer victimization was negatively associated with subjective well-being, with body image perception statistically associated with both peer victimization and subjective well-being. Resilience was related to a weaker association between peer victimization and body image perception, while parental emotional support was related to a weaker association between peer victimization and subjective well-being. However, resilience was not related to the victimization-well-being association, nor was parental emotional support associated with the peer victimization-body image pathway. Notably, both resilience and parental emotional support were associated with a weaker positive relationship between body image perception and subjective well-being. Body image perception is associated with the link between peer victimization and adolescents' subjective well-being. Resilience and parental emotional support show pathway-specific associations rather than acting as general buffers. Findings highlight the relevance of adolescents' coping resources and emotional support networks in the associations examined.

This study aimed to identify how school climate shapes adolescent wellbeing, and the extent to which social–emotional characteristics (SECs) explain these associations, using nationally representative data from New Zealand secondary schools (N = 3,575 students; 168 schools) in the 2022 Programme for International Student Assessment (PISA) linked with school-level administrative indicators. A two-level multilevel structural equation model (MSEM) was estimated to examine direct and indirect relations between five dimensions of school climate, seven SECs, and two wellbeing outcomes (life satisfaction and psychosomatic symptoms), while accounting for student- and school-level demographics. At the within-school level, more positive relational and belonging-focused climates were associated with higher SECs and better wellbeing, whereas greater exposure to bullying and school risk was linked to poorer emotional regulation and elevated psychosomatic symptoms. SECs—particularly stress resistance and emotional control—partially mediated the associations between school climate and wellbeing, indicating that socio–emotional functioning is a key mechanism linking school experiences to students’ subjective wellbeing. At the between-school level, school gender composition, size, and geographic context showed modest associations with average wellbeing, whereas school socioeconomic composition was not uniquely related once other contextual factors were considered. Overall, the findings underscore the central role of relationally supportive and emotionally safe school environments, and of SECs, in promoting adolescent wellbeing.

ABSTRACT As governments react to international rankings, the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment (PISA) of 15-year-old students has arguably influenced many governments’ mathematics education policies. In this paper, we look at the relationship between the latest cycle of PISA, policymaking and media in the economies where English is an official or substantial working language (Anglophone countries). We analysed three sources of media responses to PISA 2022 results, from governments, mainstream media, and social media, focusing on the number of the reactions, the sentiment of the reactions, and some relevant themes pertaining to PISA 2022 mathematics coverage. The results show that the PISA results have been used and discussed differently by different governments and that media responses seem to relate to pertinent policy objectives. Our contribution sheds light on how the PISA 2022 results interact with policymaking for mathematics education in Anglophone countries.