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Erschienen in:
Clustering Large Data Set: An Applied Comparative Study Kapitel lesen Erstes Kapitel lesen

2012 | OriginalPaper | Buchkapitel

The Effects of Socioeconomic Background and Test-taking Motivation on Italian Students’ Achievement

verfasst von : Claudio Quintano, Rosalia Castellano, Sergio Longobardi

Erschienen in: Advanced Statistical Methods for the Analysis of Large Data-Sets

Verlag: Springer Berlin Heidelberg

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Abstract

The aim of this work is to analyze the educational outcomes of Italian students and to explain the differences across Italian macro regions. In addition to the “classic” determinants of student achievement (e.g. family socioeconomic background) we investigated the extent to which the test-taking motivation may contribute to influence the results from assessment test and to explain, partially, the Italian territorial disparities. Therefore, a two stage approach is provided. Firstly, the data envelopment analysis (DEA) is applied to obtain a synthetic measure of the test-taking motivation. Secondly, a multilevel regression model is employed to investigate the effect of this measure of test-taking motivation on student performance after controlling for school and student factors.

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Vorheriges Kapitel Estimation of Income Quantiles at the Small Area Level in Tuscany
Nächstes Kapitel Firm Size Dynamics in an Industrial District: The Mover-Stayer Model in Action
Fußnoten
1
The OECD initiated the first cycle of the PISA in 2000, the second cycle occurred in 2003 and the third in 2006. 43 countries participated in PISA 2000, 41 in 2003 and 57 in 2006.
 
2
This topic is also discussed in Quintano et al. (2009).
 
3
TIMMS and PIRLS are conducted by the International Association for the Evaluation of Educational Achievement (IEA). The IEA (www.​iea.​nl) is an independent, international cooperative of national research institutions and governmental research agencies.
 
4
The correlation, at student level, between the science literacy score and the three proxies of student motivation (questionnaire non-response rate, students’ self-report effort and test non-response rate) is equal to: − 0. 157, 0.240 and − 0. 591 respectively. Although the literacy score and the test non-response rate show an high correlation, the lack of direct measures of test taking motivation and the hypothesis that less motivated students tend to give many missing responses suggest to include this variable in order to better describe the students’ response behaviour.
 
5
See Raudenbush and Bryk (2002) and Snijders and Bosker (1999), inter alia, for a relevant discussion on multilevel models.
 
6
The multilevel analyses proposed in this paper are developed by the Hierarchical Linear Model (HLM) software (Raudenbush, Bryk, Cheong and Congdon 2000) in order to handle plausible values as the dependent variable. The three continuous variables at student level are centred on the school mean while the five continuous variables at school are centred on the grand mean.
 
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Metadaten
Titel
The Effects of Socioeconomic Background and Test-taking Motivation on Italian Students’ Achievement
verfasst von
Claudio Quintano
Rosalia Castellano
Sergio Longobardi
Copyright-Jahr
2012
Verlag
Springer Berlin Heidelberg
Buch
Advanced Statistical Methods for the Analysis of Large Data-Sets

Print ISBN: 978-3-642-21036-5

Electronic ISBN: 978-3-642-21037-2

Copyright-Jahr: 2012

DOI
https://doi.org/10.1007/978-3-642-21037-2_39