Page 159 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 159
components of positive youth development among native students ...
the analysis will expose mixed results with a certain level of migrant mor-
bidity for Slovenian students with an immigrant background.
Method
Participants
The current study uses the Slovenian PISA 2018 student representative sam-
ple that involved 6,401 students aged between 15 and 16 years. The study fo-
cuses on the PISA sample of 15-year-old students regardless of their grade
levels and the type of institution they were enrolled in and whether they
were enrolled in full- or part-time education. Regarding the sample, 49%
of the students were female and 51% male, with a mean age of 15 years and
8 months. Their average achievement score for the PISA cognitive read-
ing test was 495 points, which is above the OECD average of 487 points.
First- and second-generation immigrant students represented just 9% of
the whole sample of students (see Table 1).
Table 1: Sample characteristics by native and immigrant background.
Background N Gender
Native 5,730 Female % (s. e.) Male % (s. e.)
Second-generation immigrants 250
First-generation immigrants 323 49 (0.48) 51 (0.48)
45 (3.68) 55 (3.68)
49 (3.38) 51 (3.38)
Note: s. e. – standard error
Instruments and included variables
Each sampled student answered a cognitive test and a background questio
nnaire. Since PISA is a large-scale comparative study, the background
questionnaires undergo a thorough quality assurance process (review by
the countries, cognitive labs, linguistic translatability assessment, centra
lised transfer of trend material, negotiation of adaptations and linguistic
verification), which provides for the data’s comparability across countries
and different cultural contexts. This assures the constructs used can be ap-
plied to other cultures and that different cultural contexts are considered
(OECD, forthcoming-d).
PISA 2018 focused on reading competence, although it also assessed
mathematics and science competencies. In addition, the 2018 PISA cy-
cle included an evaluation of students’ global competence (their ability
159
the analysis will expose mixed results with a certain level of migrant mor-
bidity for Slovenian students with an immigrant background.
Method
Participants
The current study uses the Slovenian PISA 2018 student representative sam-
ple that involved 6,401 students aged between 15 and 16 years. The study fo-
cuses on the PISA sample of 15-year-old students regardless of their grade
levels and the type of institution they were enrolled in and whether they
were enrolled in full- or part-time education. Regarding the sample, 49%
of the students were female and 51% male, with a mean age of 15 years and
8 months. Their average achievement score for the PISA cognitive read-
ing test was 495 points, which is above the OECD average of 487 points.
First- and second-generation immigrant students represented just 9% of
the whole sample of students (see Table 1).
Table 1: Sample characteristics by native and immigrant background.
Background N Gender
Native 5,730 Female % (s. e.) Male % (s. e.)
Second-generation immigrants 250
First-generation immigrants 323 49 (0.48) 51 (0.48)
45 (3.68) 55 (3.68)
49 (3.38) 51 (3.38)
Note: s. e. – standard error
Instruments and included variables
Each sampled student answered a cognitive test and a background questio
nnaire. Since PISA is a large-scale comparative study, the background
questionnaires undergo a thorough quality assurance process (review by
the countries, cognitive labs, linguistic translatability assessment, centra
lised transfer of trend material, negotiation of adaptations and linguistic
verification), which provides for the data’s comparability across countries
and different cultural contexts. This assures the constructs used can be ap-
plied to other cultures and that different cultural contexts are considered
(OECD, forthcoming-d).
PISA 2018 focused on reading competence, although it also assessed
mathematics and science competencies. In addition, the 2018 PISA cy-
cle included an evaluation of students’ global competence (their ability
159
