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An Analysis of the Profile of Resilient Students based on PISA 2012

Year 2015, Volume: 6 Issue: 1, 158 - 172, 27.03.2015
https://doi.org/10.21031/epod.16925

Abstract

The present study sought to define resilient students’ profile in comparison with low achieving/low SES students. To this end, several school- and teacher-related variables, taken from PISA 2012 student questionnaire, that were considered to be influential on students’ reading literacy were examined. A total number of 28 items from 5 dimensions were selected. They are: Student-Teacher Relations (5 items), Sense of Belonging (9 items), Attitude towards Learning at School (4 items), Attitude toward School (4 items), and Perceived Control (6 items). Using binary logistic regression, significant variables were defined explaining literacy differences between two groups of students. Then, profile of resilient students was defined. Results indicated that resilient students had more positive attitudes towards school and teachers compared with low achievers. The findings of the present may provide significant information as to increase rate of resilient students.

References

  • Benard, B. (1993). Fostering resiliency in kids. Character Education, Vol.51(3), 44-48.
  • Ceylan, E. & Berberoglu, G. (2007). Factors related with students’ science achievement: A modeling study. Education and Science, Vol.32, 36-48.
  • Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, F., Mood, A. M., Weinfeld, F. D., et al. (1966). Equality of educational opportunity. Washington, DC: U.S. Government Printing Office.
  • Debora L. Roorda, D. L. & Koomen, H. M. Y. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement a meta-analytic approach. Review of Educational Research, Vol.81(4), 493-529.
  • De Baca, C. (2010). Resiliency and Academic Performance: A Review of Literature. Retrieved from http://www.scholarcentric.com/research/SC_Resiliency_Academic_Performance_WP.pdf
  • Dolton, P. & Marcenaro-Gutierrez, O. (2013). Varkey GEMS foundation global teacher status index. Retrieved from http://www.varkeygemsfoundation.org/sites/default/files/documents/2013GlobalTeacherStatusIndex.pdf
  • Donna Y. F. & Harris, J. J. (1996). Perceptions and attitudes of black students toward school, achievement, and other educational variables. Child Development, Vol.67(3), 1141-1152.
  • Fındık, L. & Kavak, Y. (2013). Türkiye'deki sosyo-ekonomik açıdan dezavantajlı öğrencilerin PISA 2009 başarılarının değerlendirilmesi Educational dministration: Theory & Practice, Vol. 19(2), 249- 273.
  • Garmezy, N. (1996). Reflections and commentary on risk, resilience and development. In R. J. Haggerty, L. R. Sherrod, N. Garmezy, & M. Rutter (Eds.) Stress, risk, resilience in children and adolescents: processe s, mechanism and interventions (pp.1-18). New York: Cambridge University Press.
  • Gizir, C. & Aydın, G. (2009). Protective factors contributing to the academic resilience of students living in poverty in Turkey. Professional School Counseling, Vol. (1), 38.
  • Goodman, J. F. (2008). Responding to children's needs: Amplifying the caring ethic. Journal of Philosophy of Education, Vol. 42(2), 233-248.
  • Gore, S. & Eckenrode, J. (1996). Context and process in research on risk and resilience. In R. J. Haggerty, L. R. Sherrod, N. Garmezy, & M. Rutter (Eds.) Stress, risk, resilience in children and adolescents: Processes, mechanism and interventions (pp.19-63). New York: Cambridge University Press.
  • Kalender, I. & Berberoglu, G. (2009). An assessment of factors related to science achievement of Turkish students. International Journal of Science Education, Vol. 31(10), 1379-1394.
  • Klem, A. M. & Connel, J. M. (2004). Journal of School Health, Vol.74(7), 262-273.
  • Lee, K.Y. (2000). From third world to first. New York: Harper Collins.
  • Lee, M. & Madyun, N. (2009). The impact of neighborhood disadvantage on the black-white achievement gap. Journal of Education for Students Placed at Risk, Vol.14(2), 148-169.
  • Macmurray, J. (1964). Teachers and pupils. The Educational Forum, 29(1), 17–24.
  • Ministry of National Education (MONE), General Directorate of Innovative and Educational Technologies. (2013). PISA 2012 national preliminary report. Turkey: Ankara.
  • Mueller, C.W. & Parcel, T.L. (1981). Measures of socioeconomic status: Alternatives and recommendations. Child Development, Vol.52, 13–30.
  • Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press.
  • Oswald, M., Johnson, B., & Howard, S. (2003). Quantifying and evaluating resilience-promoting factors. Research in Education, Vol.70, 50-64.
  • Organisation for Economic Co-operation and Development [OECD]. (2011a). Against the odds: Disadvantaged students who succeed in school. OECD Publishing. Retrieved from: http://dx.doi.org/10.1787/9789264090873-en
  • Organisation for Economic Co-operation and Development [OECD]. (2011b). Lessons from PISA for the United States, strong performers and successful reformers in education. OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264096660-en
  • OECD (2013), PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy, OECD Publishing.
  • Organisation for Economic Co-operation and Development [OECD]. (2013). PISA 2012 results: Excellence through equity: giving every student the chance to succeed (Volume II). OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264201132-en
  • Organisation for Economic Co-operation and Development [OECD]. (2014). PISA 2012 results: What students know and can do – Student performance in mathematics, reading and science (Volume I). OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264201118-en
  • Pamuk, Ş. (2013). Son iki yüzyılda Türkiye'de gelirin bölüşümü. (Income distribution in Turkey during the last two centuries. With English summary). Middle East Technical University Studies in Development, Vol.40(2), 297-316.
  • Werner, E. & Smith, R. (1989). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York: Adams, Bannister, and Cox.
  • Zolkoski, S. M. & Bullock, L. M. (2012). Resilience in children and youth: A review. Children and Youth Services Review, 342295-2303.

Üstün Başarılı Öğrenci Profilinin PISA 2012’ye Dayalı olarak Analizi

Year 2015, Volume: 6 Issue: 1, 158 - 172, 27.03.2015
https://doi.org/10.21031/epod.16925

Abstract

Bu çalışmada düşük sosyoekonomik düzeye sahip olan üstün başarılı öğrencilerin profili, düşük başarılı/düşük sosyo-ekonomik düzeye sahip öğrenciler ile karşılaştırmalı olarak ortaya konulmaya çalışılmıştır. Bu amaçla bu iki öğrenci grubu arasındaki okuma becerisi farklılıklarını açıklayabileceği düşünülen ve PISA 2012 öğrenci anketlerinden seçilen okul ve öğretmen ile ilgili faktörler incelenmiştir. Toplam 5 boyuttan 28 madde analizlere dahil edilmiştir. Bu boyutlar ve madde sayıları: Öğrenci-Öğretmen İlişkileri (5 madde), Aidiyet Duygusu (9 madde), Okulda Öğrenmeye Karşı Tutum (4 madde), Okula Karşı Tutum (4 madde) ve Algılanan Denetim’tir (6 madde). Binary lojistik regresyon yöntemi ile başarı farklılıklarını açıklayan anlamlı değişkenler tespit edilmiştir. Ardından üstün başarılı öğrenciler için bir profil tanımlanmıştır. Sonuçlar sosyoekonomik yoksunluk çeken üstün başarılı öğrencilerin düşük başarılı öğrenciler ile karşılaştırıldıklarında okul ve öğretmene karşı olumlu tutumlara sahip olduğunu göstermiştir. Çalışmadan elde edilen bulguların düşük sosyoekonomik ortamdan gelen üstün başarılı öğrenci oranının artırılmasına yardımcı olacağı düşünülmektedir

References

  • Benard, B. (1993). Fostering resiliency in kids. Character Education, Vol.51(3), 44-48.
  • Ceylan, E. & Berberoglu, G. (2007). Factors related with students’ science achievement: A modeling study. Education and Science, Vol.32, 36-48.
  • Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, F., Mood, A. M., Weinfeld, F. D., et al. (1966). Equality of educational opportunity. Washington, DC: U.S. Government Printing Office.
  • Debora L. Roorda, D. L. & Koomen, H. M. Y. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement a meta-analytic approach. Review of Educational Research, Vol.81(4), 493-529.
  • De Baca, C. (2010). Resiliency and Academic Performance: A Review of Literature. Retrieved from http://www.scholarcentric.com/research/SC_Resiliency_Academic_Performance_WP.pdf
  • Dolton, P. & Marcenaro-Gutierrez, O. (2013). Varkey GEMS foundation global teacher status index. Retrieved from http://www.varkeygemsfoundation.org/sites/default/files/documents/2013GlobalTeacherStatusIndex.pdf
  • Donna Y. F. & Harris, J. J. (1996). Perceptions and attitudes of black students toward school, achievement, and other educational variables. Child Development, Vol.67(3), 1141-1152.
  • Fındık, L. & Kavak, Y. (2013). Türkiye'deki sosyo-ekonomik açıdan dezavantajlı öğrencilerin PISA 2009 başarılarının değerlendirilmesi Educational dministration: Theory & Practice, Vol. 19(2), 249- 273.
  • Garmezy, N. (1996). Reflections and commentary on risk, resilience and development. In R. J. Haggerty, L. R. Sherrod, N. Garmezy, & M. Rutter (Eds.) Stress, risk, resilience in children and adolescents: processe s, mechanism and interventions (pp.1-18). New York: Cambridge University Press.
  • Gizir, C. & Aydın, G. (2009). Protective factors contributing to the academic resilience of students living in poverty in Turkey. Professional School Counseling, Vol. (1), 38.
  • Goodman, J. F. (2008). Responding to children's needs: Amplifying the caring ethic. Journal of Philosophy of Education, Vol. 42(2), 233-248.
  • Gore, S. & Eckenrode, J. (1996). Context and process in research on risk and resilience. In R. J. Haggerty, L. R. Sherrod, N. Garmezy, & M. Rutter (Eds.) Stress, risk, resilience in children and adolescents: Processes, mechanism and interventions (pp.19-63). New York: Cambridge University Press.
  • Kalender, I. & Berberoglu, G. (2009). An assessment of factors related to science achievement of Turkish students. International Journal of Science Education, Vol. 31(10), 1379-1394.
  • Klem, A. M. & Connel, J. M. (2004). Journal of School Health, Vol.74(7), 262-273.
  • Lee, K.Y. (2000). From third world to first. New York: Harper Collins.
  • Lee, M. & Madyun, N. (2009). The impact of neighborhood disadvantage on the black-white achievement gap. Journal of Education for Students Placed at Risk, Vol.14(2), 148-169.
  • Macmurray, J. (1964). Teachers and pupils. The Educational Forum, 29(1), 17–24.
  • Ministry of National Education (MONE), General Directorate of Innovative and Educational Technologies. (2013). PISA 2012 national preliminary report. Turkey: Ankara.
  • Mueller, C.W. & Parcel, T.L. (1981). Measures of socioeconomic status: Alternatives and recommendations. Child Development, Vol.52, 13–30.
  • Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press.
  • Oswald, M., Johnson, B., & Howard, S. (2003). Quantifying and evaluating resilience-promoting factors. Research in Education, Vol.70, 50-64.
  • Organisation for Economic Co-operation and Development [OECD]. (2011a). Against the odds: Disadvantaged students who succeed in school. OECD Publishing. Retrieved from: http://dx.doi.org/10.1787/9789264090873-en
  • Organisation for Economic Co-operation and Development [OECD]. (2011b). Lessons from PISA for the United States, strong performers and successful reformers in education. OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264096660-en
  • OECD (2013), PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy, OECD Publishing.
  • Organisation for Economic Co-operation and Development [OECD]. (2013). PISA 2012 results: Excellence through equity: giving every student the chance to succeed (Volume II). OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264201132-en
  • Organisation for Economic Co-operation and Development [OECD]. (2014). PISA 2012 results: What students know and can do – Student performance in mathematics, reading and science (Volume I). OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264201118-en
  • Pamuk, Ş. (2013). Son iki yüzyılda Türkiye'de gelirin bölüşümü. (Income distribution in Turkey during the last two centuries. With English summary). Middle East Technical University Studies in Development, Vol.40(2), 297-316.
  • Werner, E. & Smith, R. (1989). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York: Adams, Bannister, and Cox.
  • Zolkoski, S. M. & Bullock, L. M. (2012). Resilience in children and youth: A review. Children and Youth Services Review, 342295-2303.
There are 29 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

İlker Kalender

Publication Date March 27, 2015
Published in Issue Year 2015 Volume: 6 Issue: 1

Cite

APA Kalender, İ. (2015). An Analysis of the Profile of Resilient Students based on PISA 2012. Journal of Measurement and Evaluation in Education and Psychology, 6(1), 158-172. https://doi.org/10.21031/epod.16925