Page 160 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 160
positive youth development in contexts
to understand and appreciate the perspectives and world views of others)
(OECD, 2019).
For the purposes of this analysis, we used several scales derived from
items in the PISA 2018 background and global competence questionnaire3
(OECD, 2017) to describe each component in the 5Cs model. The selection
of the PISA scales and their attribution to the 5Cs was based on definitions
of each of the 5Cs (Bowers et al., 2010). Students’ immigrant background
was used as a grouping variable. All scales used were constructed using the
IRT (item response theory) scaling methodology and transformed to have
a mean of 0 and a standard deviation of 1 across OECD countries (OECD,
forthcoming-a). Cronbach’s alphas are reported for the whole sample and
for three student groups in Table 2.
Immigrant background. Students were asked in which country they
and their parents were born. They needed to answer this question for them-
selves, their mother and their father. Answers were then recoded into three
categories: native students, second-generation immigrants, and first-gener-
ation immigrants (OECD, forthcoming-a).
Competence
Self-concept of reading: Perception of competence. Students were asked how
strongly (strongly disagree; disagree; agree; strongly agree) they agreed
with three statements (e.g. I am a good reader; I read fluently, etc.) about
their reading competence and their text comprehension.
Perception of the difficulty of the PISA test. Students were asked about
their level of agreement regarding three statements on the difficulty of the
reading tasks presented to them in the PISA test they had taken previous-
ly (e.g. Many texts were too difficult for me; There were many words I could
not understand, etc.). Students answered on a 4-point Likert scale (strong-
ly disagree; disagree; agree; strongly agree).
Self-efficacy regarding global issues was measured with a six-item ques-
tion on how easy the students thought it would be for them to explain or
discuss several topics on global issues (e.g. climate change, economic crises,
refugee crisis etc.) Students answered on a 4-point Likert scale (I couldn’t
3 The questionnaire is available at the following link: https://www.oecd.org/pisa/data/
2018database/CY7_201710_QST_MS_STQ_NoNotes_final.pdf
For more information, also see the Technical report at the following link: https://
w w w.oec d .org /pi s a /d at a /pi s a 2018tech n ic a l repor t / PISA 2018_Tech n ic a l-Repor t-
Chapter-16-Background-Questionnaires.pdf
160
to understand and appreciate the perspectives and world views of others)
(OECD, 2019).
For the purposes of this analysis, we used several scales derived from
items in the PISA 2018 background and global competence questionnaire3
(OECD, 2017) to describe each component in the 5Cs model. The selection
of the PISA scales and their attribution to the 5Cs was based on definitions
of each of the 5Cs (Bowers et al., 2010). Students’ immigrant background
was used as a grouping variable. All scales used were constructed using the
IRT (item response theory) scaling methodology and transformed to have
a mean of 0 and a standard deviation of 1 across OECD countries (OECD,
forthcoming-a). Cronbach’s alphas are reported for the whole sample and
for three student groups in Table 2.
Immigrant background. Students were asked in which country they
and their parents were born. They needed to answer this question for them-
selves, their mother and their father. Answers were then recoded into three
categories: native students, second-generation immigrants, and first-gener-
ation immigrants (OECD, forthcoming-a).
Competence
Self-concept of reading: Perception of competence. Students were asked how
strongly (strongly disagree; disagree; agree; strongly agree) they agreed
with three statements (e.g. I am a good reader; I read fluently, etc.) about
their reading competence and their text comprehension.
Perception of the difficulty of the PISA test. Students were asked about
their level of agreement regarding three statements on the difficulty of the
reading tasks presented to them in the PISA test they had taken previous-
ly (e.g. Many texts were too difficult for me; There were many words I could
not understand, etc.). Students answered on a 4-point Likert scale (strong-
ly disagree; disagree; agree; strongly agree).
Self-efficacy regarding global issues was measured with a six-item ques-
tion on how easy the students thought it would be for them to explain or
discuss several topics on global issues (e.g. climate change, economic crises,
refugee crisis etc.) Students answered on a 4-point Likert scale (I couldn’t
3 The questionnaire is available at the following link: https://www.oecd.org/pisa/data/
2018database/CY7_201710_QST_MS_STQ_NoNotes_final.pdf
For more information, also see the Technical report at the following link: https://
w w w.oec d .org /pi s a /d at a /pi s a 2018tech n ic a l repor t / PISA 2018_Tech n ic a l-Repor t-
Chapter-16-Background-Questionnaires.pdf
160
