School Variables Research Articles

Exploring school factors of academic achievement in Macau: The application of educational data mining in Progress in International Reading Literacy Study (PIRLS) 2016 assessment

International large-scale assessments, provide structured and static data, and due to their extensive databases, they can be considered as a valuable resource for Big Data in Education. In this paper, we propose an educational data mining approach to detect and analyze factors linked to academic performance in Macau schools using data from the Progress in International Reading Literacy Study (PIRLS) 2016. We conducted a secondary data analysis based on a set of socioeconomic, process, and outcome variables from PIRLS and other sources, and built decision trees to obtain a predictive model of school performance. By doing so, we were able to identify the school and student-level variables that are most significant in predicting student performance in Macau. These findings will be useful for informing educational policy decisions and shedding light on the causes of poor performance in Macau schools. Overall, our study highlights the potential of educational data mining approaches in analyzing large-scale assessment data and generating insights for educational research and practice.

PERANAN BANTUAN OPERASIONAL PENYELENGGARAAN PENDIDIKAN ANAK USIA DINI TERHADAP AKSES LAYANAN PENDIDIKAN ANAK USIA DINI DI INDONESIA

There is limited knowledge and information for parents in the process of early childhood growth and development, so the right step for parents is to enrol their children in Early Childhood Education (PAUD) institutions. Government intervention is needed to expand access to PAUD services in Indonesia, one of which is by providing BOP PAUD to PAUD providers. This research uses panel data to analyze the relationship between Operational Assistance for Providing Early Childhood Education (BOP PAUD) and the Gross Participation Rate (APK) for PAUD in Indonesia. Selecting the best panel data model from three types of panel data regression models (Ordinary Least Square ( Pooled Least Square), Fixed Effect Model, and Random Effect Model) can be carried out using the Chow Test, Hausman Test, and Lagrange Multiple Test. Classical assumption tests and model feasibility tests were also carried out using the Feasible Generalized Least Squares (FGLS) estimation technique. PAUD BOP per student was tested with several control variables and the results found that PAUD BOP per student did not have a significant relationship with PAUD APK. Meanwhile, school variables, student-teacher ratio and urban households with their own home status have a significant relationship to PAUD APK.

The Contributions of Principals Leadership and Climate’s School to Performance of Teachers Elementary School at Kecamatan Kandis Kabupaten Siak

This research was based on a case where the result of observation by researcher in Elementary School at Kecamatan Kandis Kabupaten Siak that showed the low level of teacher performance. Many factors affected the teacher performances which are principal’s leadership and climate school. The purpose of this research are to know about: (1) contribution of principals leadership to teacher performance, (2) contribution of climate school to teachers performance, and (3) contribution of principals leadership and climate school are jointly to teachers performance. The method of this study is quantitative research with sample are 76 teachers at Elementary School in Kecamatan Kandis Kabupaten Siak. Sample in this research has taken by stratified proportional random sampling method. Instrument in this research using questionnaire. The results of the analysis data show that (1) principals leadership contributes significantly to teachers of 15.8%, (2) climate school contributes significantly to teachers of 50.9 %, and (3) principal’s leadership and climate school make a significant contribution to teachers performance of 54%, so the conclusion of this research are that hypothesis acceptable empirically and principal’s leadership and climate school variable are two factors that contribute to the teacher performance and 46% of the remaining influence by another factors.

The Contributions of Principals Leadership and Climate's School to Performance of Teachers Elementary School at Lubuk Basung District, Agam Regency

This research was based on a case where the result of observation by researcher in Elementary School at Kecamatan Lubuk Basung Kabupaten Agam that showed the low level of teacher performance. Many factors affected the teacher performances which are principal’s leadership and climate school. The purpose of this research are to know about: (1) contribution of principals leadership to teacher performance, (2) contribution of climate school to teachers performance, and (3) contribution of principals leadership and climate school are jointly to teachers performance. The method of this study is quantitative research with sample are 76 teachers at Elementary School in Kecamatan Lubuk Basung Kabupaten Agam. Sample in this research has taken by stratified proportional random sampling method. Instrument in this research using questionnaire. The results of the analysis data show that (1) principals leadership contributes significantly to teachers of 15.8%, (2) climate school contributes significantly to teachers of 50.9 %, and (3) principal’s leadership and climate school make a significant contribution to teachers performance of 54%, so the conclusion of this research are that hypothesis acceptable empirically and principal’s leadership and climate school variable are two factors that contribute to the teacher performance and 46% of the remaining influence by another factors

An investigation of factors related to collaborative problem-solving skills with mediation models

This study investigated the factors that are directly and indirectly related to collaborative problem-solving skills of students in Türkiye with multiple and multilevel mediation models, according to PISA 2015 results. The PISA 2015 Türkiye sample consisted of 5895 students. After missing data assignment and outlier analysis, the analyses were performed over the data set of 5882 students. In this study, whether the variables of valuing teamwork and valuing relationships show a mediation effect was tested with the Bootstrap method through multiple mediation models constructed with the dependent variable of collaborative problem-solving and the independent variables of school belonging and disciplinary climate. Our analyses revealed that the mediator variables had significant effects between school belonging and collaborative problem-solving. Similarly, the mediation effect between the disciplinary climate and the collaborative problem-solving was also significant. Multilevel mediation models constructed with the independent variables of students’ behavior hindering learning and extracurricular creative activities were analyzed with the multilevel structural equation modeling. The findings indicated that the variables of valuing relationships and valuing teamwork did not have a significant mediation effect between extracurricular creative activities and collaborative problem-solving scores. Similarly, it was found that the mediation effect between the students’ behavior hindering learning and collaborative problem-solving scores was not significant. In light of all these findings, it is recommended that school practices be strengthened to improve students' sense of belonging to school and a positive disciplinary climate, to develop students' collaborative problem-solving skills, and to improve attitudes towards collaboration.

A comparative study of differences between parents and teachers in the evaluation of environmental sensitivity.

The inextricable bond between humans and the environment underscores the pivotal significance of environmental sensitivity. This innate trait encompasses a wide array of ways individuals perceive, process, and react to various internal and external stimuli. The evaluation of this trait in children is generally conducted by parents. However, little is known about the concordance of the parents reports with those conducted by others, such as teachers. Children's behavior assessment is a current and relevant issue and finding out more positive results could make improvements in different contexts, such as home, clinics and schools. This study examines agreements and discrepancies between parents and teachers as raters of environmental sensitivity in Spanish children. Participants were 124 parents and eight teachers of youngsters between 3 and 10 years, who completed a paper survey providing information about parental and school variables and environmental sensitivity. Parents and teachers mostly differ when rating environmental sensitivity, being parents the raters who score higher levels of this trait than teachers. Also, poor intra-class coefficients of reliability are found in both the items of HSCS, the dimensions and the general factor of environmental sensitivity among the informants. The present investigation provides novel findings related to inter-rater assessment on environmental sensitivity and how these different informants could affect in the report. This study also highlights the need of making and validating new and specific tools to assess environmental sensitivity for teachers.

المحاكمة العقلية لدى طلبة مدارس المتميزين واقرانهم العاديين

(mental judgment among distinguished school students and their ordinary peers) 1- The mental trial of the distinguished school students and their ordinary peers 2- Significance of differences in mental trial among students of distinguished schools and their ordinary peers according to the variables of gender (male - female), grade (second - fifth) and school (distinguished - normal) current research may be limited to students of the second intermediate grade and the fifth preparatory grade in the schools of the distinguished and their ordinary peers of the General Directorate of Diwaniyah Education for the year (2021-2022). To achieve the objectives of the research, the researcher took: 1- The researcher adopted the mental trial scale (Ibrahim 2020), which is based on the theory of Sternberg 1990 (Sternberg) and it was in the form of verbal attitudes distributed over (7) domains, and the scale was corrupted in its final form and after completing the psychometric properties: Honesty (apparent honesty / construction honesty) and stability (Alpha - Cronbach equation) includes (26) positions To complement this, the researcher applied the two scales to a sample of (650) students in the schools affiliated to the General Directorate of Education for Qadisiyah, which were chosen by the stratified random method according to the proportional method. After collecting and processing data statistically using the Statistical Portfolio for Social Sciences (SPSS), the research reached a number of results, including: 1- All coping strategies were statistically significant among the distinguished school students and their peers and normal peers, except for the emotional control and control strategy. 2- The differences in coping strategies were not statistically significant between the variable of the school (distinguished - normal), while it was a function between the variable of gender towards females, as well as the grade was a function towards the fifth grade 3- An indication of the distinction of middle school students, whether in regular schools or schools of excellence in mental trial 4- There are statistically significant differences in the mental trial between the gender variable towards females, as well as between the grade variable towards the fifth grade, while these differences were not statistically significant between the school variable Key words: mental judgment among distinguished school students and their ordinary peers

Evolution of screen use among youth between 2012 and 2020 in Switzerland

AimTo compare the evolution of screen and Internet use by youths between 2012 and 2020 in Switzerland. MethodsCross-sectional studies of 10th-graders (age 13–14) were performed in Switzerland in 2012 and 2020, and compared in bivariate and multivariate analyses on sociodemographic, schooling, physical activity, emotional well-being, and screen use variables. ResultsWe found that screen use had shifted to smartphones with 71.7 % of youths primarily using this device in 2020 compared to 23.2 % in 2012. In association with this change, young people's screen time had increased dramatically with an odds ratio (OR) of 11.90 for adolescents spending more than 4 h in front of screens in 2020 compared to 2012. No changes were found in the score on the Internet Addiction Test (IAT) to detect problematic screen use and for adolescents’ emotional well-being. Furthermore, youths in 2020 engaged in less physical activity lasting 60 min daily, but the frequency of their extracurricular sport participation remained unchanged. ConclusionsYoung people spend more time on screens, especially because of an increase in smartphone use in 2020. However, youths do not seem to show more problematic behaviors regarding screen use, nor has this development affected their emotional well-being. The daily and continuous use of new devices is now an integral part of young people's lives. This process seems to be part of the growth of the digital world. However, Internet and screen addiction scales should be adapted to ensure that adolescents in need of help and counseling are identified.

Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan

ObjectivesLimited research exists on the underlying processes through which socio-ecological factors contribute to the educational resilience of UASCs. This can be attributed to a lack of quantitative reporting on the educational outcomes of UASCs. The study examined the relationship between UASC status and educational achievement among Palestinian refugees in Jordan using the PISA 2009 dataset. It identified socio-ecological factors at the student-level, teacher-level, and school-level that are associated with the promotion and protection of education for this vulnerable group. Methods and AnalysisThe sample comprised 410 Palestinian refugee students in Jordan, of which 91 were identified as UASCs. Correlational analysis examined the relationship between UASC status and educational achievement. Hierarchical regression analysis then identified socio-ecological factors impacting educational achievement after controlling for student, teacher, and school variables. Main effects and interaction effects in the regression models revealed key promotive and protective processes. FindingsFindings showed that UASC status negatively correlated with achievement across all subjects. However, female gender, higher educational, social, and cultural status, positive class disciplinary climate, positive teacher-student relations, and higher school use of ability grouping provided promotive effects on achievement for UASCs. Higher teacher use of structuring and scaffolding strategies provided a protective-enhancing effect on reading achievement for UASCs. Higher school use of ability grouping provided a protective-stabilizing effect on both reading achievement and scientific achievement for UASCs. In contrast, high school academic selectivity provided a vulnerable-reactive effect on scientific achievement for UASCs. Novelty and ImprovementThe study highlights the importance of adopting a socio-ecological and socio-interactional framework with robust quantitative approaches to gain in-depth understanding of UASCs' educational resilience. The identification of microsystemic and mesosystemic factors (those at teacher-level and school-level) as critical promotive and protective assets provides vital insights to inform research, policy, and practice aimed at supporting UASCs' ability to thrive academically despite risks associated with being UASC.

시기변인, 학교변인 및 학생변인에 따른 고등학생 수학불안 요인별 분석

This study investigated the differences in factors affecting mathematics anxiety among high school students based on time variables, school variables(grade, region, teaching format), and student variables(gender, college aspirations, academic achievement, career aspirations, elective math classes, parental involvement, private education). The ‘Mathematics Anxiety Factors Measurement Tool for High School Students’ was used to measure mathematics anxiety in one urban school and one rural school in September and December of 2022, as well as in March of 2023. The study included a total of 820 participants, and the collected data were analyzed using the SPSS 26.0 statistical program through independent samples t-tests, ANOVA, and simple regression analysis. The results showed that there were no statistically significant differences in mathematics anxiety based on time variables. However, statistically significant differences were observed in mathematics anxiety factors related to the other three school variables and seven student variables. These research findings provide implications for applying appropriate support and educational methods tailored to students' specific situations.

EVALUATION OF PRIMARY SCHOOL ADMINISTRATORS' SELF-EFFICACY LEVELS AND SCHOOL LEADERSHIP PRACTICES

The aim of this study is to evaluate the self-efficacy levels and school leadership practices of school administrators working in primary schools affiliated to the TRNC Ministry of National Education and Culture. The universe of the research consists of teachers and school administrators working in primary schools affiliated to the Ministry of National Education and Culture, Primary Education Department in the 2020-2021 academic year. The Universe of the research consists of 90 primary school, 1717 primary school teachers and 186 administrators. A total of 400 individuals, 350 teachers and 50 school administrators, were included in the study, selected by randomized sampling method. The data were collected through the survey consisting of Demographic Information Form, the Self-Efficacy Perception Scale and the School Leadership Scale. Both groups were given the Demographic Information Form prepared by the researchers, and the Administrator Self-Efficacy Perception Scale was presented to the school administrators, and the School Leadership Scale was presented to the teachers. SPSS 25 package program was used for statistical analysis of the data. Kruskal-Wallis H and Man Whitney-U tests were used to analyze the data. The analysis of data showed that the self-efficacy perceptions of the administrators were high. In the study, it was determined that there was no statistically significant difference between the self-efficacy perceptions of the administrators and the variables of gender, working time at the school, and the task variables, while the difference between the education level and the scores obtained from the Ethical Self-Efficacy sub-dimension in the Administrator Self-Efficacy Scale was statistically significant; It has been determined that the Ethics sub-dimension scores of the managers with a graduate degree are higher than those with a bachelor's degree. However, in the study, it was found that the self-efficacy levels of the managers differed according to their seniority in management; It was revealed that the scores of the administrators with low seniority from the Psychological Self-Efficacy sub-dimension in the Administrator Self-Efficacy Scale were higher than the school administrators with high seniority. The school leadership practices of the administrators were examined according to the opinions of the teachers and it was concluded that the school leadership scores of the administrators were high in the dimensions of support, cooperation and openness. In the study, it was also determined that there was no statistically significant difference between the gender, faculty graduated, tenure at the school, branch and seniority variables, and the school leadership scores of the administrators. It has been determined that scores of the teachers with a graduate education level from the school leadership scale are higher than the teachers with a bachelor's degree. It is important to organize in-service training courses in order to increase the self-efficacy perceptions of managers. It will be beneficial for both teachers and administrators to implement the necessary incentive programs for teachers and administrators to develop themselves professionally by the Ministry of National Education.

Profiles of School Refusal Among Neurodivergent Youth

Neurodivergent youth (i.e., autistic, attention-deficit hyperactivity disorder) are at increased risk for school refusal and subsequent disengagement. Factors associated with school refusal in this population remain unclear. Latent profile analysis was conducted to identify profiles of school and demographic variables associated with parent-reported school refusal for 508 neurodivergent and community youth (ages 6–17 years). Five profiles were identified, including three groups characterized by frequent school refusal, high levels of neurodivergent traits, and frequent peer victimization. Differentiation was noted via educational placement, support needs, mental health, and bullying. Implications concern identification and intervention for subgroups of neurodivergent youth.

"Help Me Control My Impulses!": Adolescent Impulsivity and Its Negative Individual, Family, Peer, and Community Explanatory Factors.

The literature shows that impulsivity, prevalent in adolescence, is negatively linked with a variety of psychosocial factors (e.g., positive interpersonal relationships, emotion regulation); however, there is limited research examining the relative contribution of multiple factors for this trait nor exploring how these factors influence the associations between impulsivity and risk-related outcomes. Drawing on multiple components of the unified theory of development (i.e., psychological variables, peers subsystem, community subsystem, family processes subsystem), this cross-sectional study aims to identify explanatory psychosocial variables (i.e., early memories of warmth and safeness, rational decision-making style, resilience, emotion regulation, coping, parental attachment, social group attachment, satisfaction with school and family-related variables) that are negatively related with impulsivity, in younger (13-15) and older (16-19 years) adolescents, and explore their moderating role in the associations between this trait and some risk-related outcomes (i.e., verbal aggression, anger, self-harm, other high-risk behaviors). A representative sample of 6894 adolescents (52.9% female) living in the Azores (Portugal), with ages ranging from 13 to 19 (M = 15.4), was used. Two stepwise multiple regressions, one for each age group, revealed that only emotion regulation, parental attachment, and social group attachment had a negative effect on impulsivity in both age groups; additionally, satisfaction with teachers also had this effect in younger adolescents. The first three variables weakened the positive associations between impulsivity and the risk-related outcomes. These results suggest that the psychological system and all subsystems of the social context measured play a relevant role in explaining adolescent impulsivity and that it may be reduced by promoting emotion regulation, positive parenting practices, healthier relationships with peers, and healthier relationships with teachers.

Analysis Of Factors Affecting The Percentage Of Poverty In West Kalimantan With Panel Data Regression

Indonesia has a high poverty rate, which is evidenced by the annual increase in the percentage of people living in poverty. This happens because the components of high life expectancy, as well as the higher level of education, Reducing the poverty rate is closely related to improving the welfare of the community. This has a significant impact on the overall well-being of the community. Therefore, this study aims to determine the best panel data regression model of Life Expectancy and Expected Years of Schooling on the percentage of poor people. The three model approaches tested are Common Effect Model (CEM), Fixed Effect Model (FEM), and Random Effect Model (REM). Based on the estimation of panel data regression parameters, it was found that the best model approach to analyze the poverty rate in West Kalimantan in 2018-2022 is the FEM. The F test showed that the result is 0.00 < 0.05. Which means that the Life Expectancy and Expected Years of Schooling variables have a significant influence on poverty rate. the Life Expectancy and Expected Years of Schooling were found to be the variables that influence poverty rate in West Kalimantan, with an adjusted value of 98,89%.

Incidence and demographic correlates of self-reported cyber-victimization among adolescent respondents

Cyber-victimization, understood as the suffering of aggressions through electronic media, is undoubtedly the greatest concern of socio-educational communities. The aim of this study was to assess the incidence of cyber-victimization in adolescents and to analyze the relationship between cyber-victimization and several demographic variables. We administered the Cyber-Victimization Questionnaire and an ad hoc demographic questionnaire to a sample of 866 Compulsive Secondary Education (CSE) students aged 12 to 16 years (M = 13.81, SD = 1.25). The data revealed a percentage of cyber-victimization of 22.18% with a greater presence of verbal-written cyber-victimization. Among the most common actions of cyber-victimization are receiving calls with the intention of annoying or making fun of the victim and sending unpleasant photos or videos through mobile phone or the Internet. Likewise, the variance and post hoc analysis show that personal (gender), family (type of family) and school variables (type of center, course, and academic record) are statistically significant risk factors in cyber-victimization. In conclusion, this study identifies relevant personal, family and school variables to help structure prevention and intervention strategies in cyber-victimization from educational communities.

School Attendance Problems Among Children with Neurodevelopmental Conditions One year Following the Start of the COVID-19 Pandemic.

The present study investigated school absence among 1,076 5-15 year-old children with neurodevelopmental conditions (intellectual disability and/or autism) approximately one year following the start of COVID-19 in the UK. Parents completed an online survey indicating whether their child was absent from school during May 2021 and the reason for each absence. Multi-variable regression models investigated child, family and school variables associated with absenteeism and types of absenteeism. Qualitative data were collected on barriers and facilitators of school attendance. During May 2021, 32% of children presented with persistent absence (missing ≥ 10% of school). School refusal and absence due to ill-health were the most frequent types of absence, accounting for 37% and 22% of days missed, respectively. COVID-19 related absence accounted for just 11% of days missed. Child anxiety was associated with overall absenteeism and with days missed because of school refusal. Parent pandemic anxiety and child conduct problems were not associated with school absenteeism. Hyperactivity was associated with lower levels of absenteeism and school refusal but higher levels of school exclusion. A positive parent-teacher relationship was associated with lower levels of absenteeism, school refusal and exclusion. Child unmet need in school was the most frequently reported barrier to attendance while COVID-19 was one of the least frequently reported barriers. COVID-19 had a limited impact on school attendance problems during this period. Findings highlighted the role of child mental health in different types of absence and the likely protective role of a positive parent-teacher relationship.

Special educators’ mental health and burnout: A comparison of general and teacher specific risk factors

The cross-sectional study ascertained prevalence rates of stress-related outcomes of 490 special educators (i.e., major depressive disorder, generalized anxiety disorder) and examined the relative importance of variables hypothesized as predictive of stress outcomes (i.e., psychosocial model of stress, school/teacher variables). Over 60% scored at the dangerous level in emotional exhaustion (i.e., burnout). Nearly 40% met criteria for one or both mental illness diagnoses with rates 5 to 12 times higher than a normative adult sample. Psychosocial variables were the best predictors of mental illness outcomes. Occupational and school variables were better predictors of burnout, although psychosocial variables added valuable explanatory variance.

Variables Escolares y Consumo de Drogas en la Adolescencia y Adultez: un Estudio Retrospectivo

Drug use and gambling are major problems in today’s society. Many studies have found that school variables are related to drug use and gambling, but the persistence of such relationships in adulthood is still little-known. Therefore, the aim of this study was to discover if these school variables are related to substance use and gambling in both adolescence and adulthood through a retrospective study. A sample of 416 people resident in Spain between 18 and 50 years old was used. Results showed that having a good academic performance and a positive school environment act as protective factors for substance use. A high rate of truancy and disruptive classroom behaviors are risk factors for drug use and gambling. This relationship not only appears in adolescence, it also continues into adulthood. Results can be used for better prevention and intervention against drug use and gambling.

중학생 비행 유형에 대한 초등학교 6학년 시점 예측요인 탐색

Objectives The purpose of this study is to classify middle school students accoring to the change of their delinquency measures and to find predictors of delinquency among variables in their 6th grade.
 Methods Using Gyeonggi Education Panel Study(GEPS) data for the elementary students panel from 3th year(6th grade in elementary school) to 6th year(3rd grade in middle school), latent growth mixture modeling was applied to classfy middle school students' pattern of delinquency changes, and multinomial logistic regression was conducted to find predictor variables.
 Results With latent growth mixture analyses, three latent classes were identified: ‘decreasing from high level’, ‘increasing from low level’, and ‘low-level’. The probability of class membership was significantly predicted by gender, physical self-concept, academic achievement, parental attachment, parental monitoring, and peer relationship.
 Conclusions It was suggested to develop a policy-based support system to affect variables in elementary school that predicts students' delinquency in middle school and that teachers in elementary schools can detect easily. Specifically, an early intervention for students with low academic achievement was suggested as an effective approach to prevent delinquency.

A mixed method research study on pre-service primary school teachers’ mathematical disposition

This is a comprehensive study aiming to examine pre-service primary school teachers’ (PPST) mathematical disposition levels in terms of various variables, and to explain the results thoroughly. It employed the explanatory sequential design among the mixed method research designs. The data were collected through Mathematics Dispositional Functions Inventory (MDFI) and semi-structured interviews. The participants consisted of 361 PPSTs in the quantitative phase, and six PPSTs in the qualitative phase. Quantitative data were analyzed with descriptive and inferential statistics, while qualitative data were analyzed with descriptive analysis. The PPSTs’ mathematical disposition levels did not differ significantly in terms of grade level, high school type, area of education at high school and ability area variables; however, their scores in the attitude toward mathematics lesson factor of MDFI differed significantly in terms of area of education at high school and ability area variables. There were significant, positive, and low-level relationships between PPSTs’ mathematical disposition levels and their levels of mathematics learning experience in primary, middle and high schools, and their perception level of mathematics teaching efficacy. The PPSTs’ scores in attitude toward mathematics lesson factor related to ability area were consistent with their statements in the interviews. The quantitative analysis results regarding mathematics learning experience levels and mathematics teaching efficacy perception levels, defined as continuous variables, overlapped with the qualitative analysis results.