Page 204 - Ana Mlekuž in Igor Ž. Žagar, ur. • Raziskovanje v vzgoji in izobraževanju: Digitalizacija vzgoje in izobraževanja – priložnosti in pasti. Ljubljana: Pedagoški inštitut, 2023. Digitalna knjižnica, Dissertationes 46
P. 204
r aziskovanje v vzgoji in izobr aževanju: digitalizacija vzgoje in izobr aževanja ...
graphic characteristics, socioeconomic background, and attitudes and be-
haviors toward various civic and citizenship topics.
ICCS was implemented by the International Association for the Eval-
uation of Educational Achievement (IEA), on the international level, and
conducted by various national institutions in 24 educational systems (22
countries and 2 subnational entities). Little over 94.000 students participat-
ed in the testing (Klemenčič et al., 2018). We were primarily interested in
three neighbouring countries, that is Slovenia, Croatia, and Italy. In Slove-
nia, the study was conducted in 145 schools, where 2844 students complet-
ed the testing. Croatia participated with 3896 students in 175 schools and in
Italy, 3450 students from 170 schools completed the testing. (Schulz et al.,
2018).
3.3 Instruments and included variables
In order to test these hypotheses, we utilized the ICCS 2016 Student ques-
tionnaire. ICCS uses sets of questionnaire items to measure relevant con-
structs (Schulz et al., 2018). Various composite variables are then made out
of questionnaire items, that can be used to perform analyses. We used the
following composite variables for our study:
National index of socioeconomic background (S_NISB) is composed
with three variables:
− highest parental occupational status (S_HISEI);
− highest parental educational level (S_HISCED) and
− home literacy resources (S_HOMELIT) (Kohler et al., 2018).
Student’s participation in the wider community (S_COMPART) was
measured with 7 items.
− A youth organization affiliated with a political party or union (IS-
3G15A);
− an environmental action group or organization (IS3G15B);
− a Human Rights organization (IS3G15C);
− a voluntary group doing something to help the community (IS-
3G15D);
− an organization collecting money for a social cause (IS3G15E);
− a group of young people campaigning for an issue (IS3G15F) and
204
graphic characteristics, socioeconomic background, and attitudes and be-
haviors toward various civic and citizenship topics.
ICCS was implemented by the International Association for the Eval-
uation of Educational Achievement (IEA), on the international level, and
conducted by various national institutions in 24 educational systems (22
countries and 2 subnational entities). Little over 94.000 students participat-
ed in the testing (Klemenčič et al., 2018). We were primarily interested in
three neighbouring countries, that is Slovenia, Croatia, and Italy. In Slove-
nia, the study was conducted in 145 schools, where 2844 students complet-
ed the testing. Croatia participated with 3896 students in 175 schools and in
Italy, 3450 students from 170 schools completed the testing. (Schulz et al.,
2018).
3.3 Instruments and included variables
In order to test these hypotheses, we utilized the ICCS 2016 Student ques-
tionnaire. ICCS uses sets of questionnaire items to measure relevant con-
structs (Schulz et al., 2018). Various composite variables are then made out
of questionnaire items, that can be used to perform analyses. We used the
following composite variables for our study:
National index of socioeconomic background (S_NISB) is composed
with three variables:
− highest parental occupational status (S_HISEI);
− highest parental educational level (S_HISCED) and
− home literacy resources (S_HOMELIT) (Kohler et al., 2018).
Student’s participation in the wider community (S_COMPART) was
measured with 7 items.
− A youth organization affiliated with a political party or union (IS-
3G15A);
− an environmental action group or organization (IS3G15B);
− a Human Rights organization (IS3G15C);
− a voluntary group doing something to help the community (IS-
3G15D);
− an organization collecting money for a social cause (IS3G15E);
− a group of young people campaigning for an issue (IS3G15F) and
204
