Page 164 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
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positive youth development in contexts
Table 2: Cronbach’s alphas for the whole sample and by student groups.
Cronbach’s alpha
Whole Native First-genera- Second-gene-
sample students tion immi- ration immi-
grants grants
0.73
Competence
Self-concept of reading: Per- 0.79 0.79 0.79
ception of competence
Perception of the difficulty of 0.87 0.86 0.89 0.86
the PISA test
Self-efficacy regarding glo- 0.88 0.88 0.90 0.86
bal issues
Confidence
Resilience 0.80 0.80 0.78 0.83
Eudaemonia: Meaning in life 0.89 0.89 0.91 0.92
Cognitive flexibility/adap- 0.83 0.84 0.84 0.83
tability
Connection
Teacher support in test langu-
age lessons 0.85 0.85 0.86 0.87
Perception of co-operation
at school 0.89 0.91 0.92 0.92
Parents’ emotional support
perceived by the student 0.85 0.85 0.89 0.84
Subjective well-being: Sense
of belonging to school 0.80 0.80 0.82 0.81
Character
Student’s attitudes to immi-
grants 0.86 0.85 0.92 0.92
Respect for people from other
cultures 0.94 0.94 0.95 0.94
Global-mindedness
0.83 0.82 0.88 0.83
Perspective-taking Caring
Awareness of intercultural
communication 0.83 0.83 0.84 0.84
0.90 0.90 0.93 0.91
Statistical analyses
Data were analysed using the statistical programme IEA IDB Analyzer
(Version 4.0.39). Due to the two-stage sampling in the study, this pro-
gramme uses individual student weights (W_FSTUWT) and sample
weights. In this way, it can properly assess the standard parameter errors
in the population using the Bootstrap method (OECD, forthcoming-c). The
results were computed using “correlations” and “percentage and means”.
164
Table 2: Cronbach’s alphas for the whole sample and by student groups.
Cronbach’s alpha
Whole Native First-genera- Second-gene-
sample students tion immi- ration immi-
grants grants
0.73
Competence
Self-concept of reading: Per- 0.79 0.79 0.79
ception of competence
Perception of the difficulty of 0.87 0.86 0.89 0.86
the PISA test
Self-efficacy regarding glo- 0.88 0.88 0.90 0.86
bal issues
Confidence
Resilience 0.80 0.80 0.78 0.83
Eudaemonia: Meaning in life 0.89 0.89 0.91 0.92
Cognitive flexibility/adap- 0.83 0.84 0.84 0.83
tability
Connection
Teacher support in test langu-
age lessons 0.85 0.85 0.86 0.87
Perception of co-operation
at school 0.89 0.91 0.92 0.92
Parents’ emotional support
perceived by the student 0.85 0.85 0.89 0.84
Subjective well-being: Sense
of belonging to school 0.80 0.80 0.82 0.81
Character
Student’s attitudes to immi-
grants 0.86 0.85 0.92 0.92
Respect for people from other
cultures 0.94 0.94 0.95 0.94
Global-mindedness
0.83 0.82 0.88 0.83
Perspective-taking Caring
Awareness of intercultural
communication 0.83 0.83 0.84 0.84
0.90 0.90 0.93 0.91
Statistical analyses
Data were analysed using the statistical programme IEA IDB Analyzer
(Version 4.0.39). Due to the two-stage sampling in the study, this pro-
gramme uses individual student weights (W_FSTUWT) and sample
weights. In this way, it can properly assess the standard parameter errors
in the population using the Bootstrap method (OECD, forthcoming-c). The
results were computed using “correlations” and “percentage and means”.
164
