Page 193 - Šolsko polje, XXVIII, 2017, no. 5-6: Znanje, motivacija in pogoji učenja v luči mednarodnih primerjav TIMSS in PISA, ur. Barbara Japelj Pavešić in Klaudija Šterman Ivančič
P. 193
kozina, m. štraus ■ relationship between academic achievement and wellbeing ...
academic achievement functions as a predictor of future health (Cole,
Jacquez, & Maschman, 2001). More specifically Taras (2005) has identi-
fied significant relationships between specific health related behaviours
(physical inactivity; unhealthy dietary behaviours) and academic achieve-
ment. Similarly, Roberts, Freed and McCarthy (2010) showed that aero-
bic fitness level of schoolchildren predicts performance on standardized
tests across ethnic groups, even when controlling for parent education as a
covariate. Nutrition is an important factor as well, obese students receive
significantly lower grades than normal-weight peers in middle school,
community college and university, even when controlled for demograph-
ic variables, intelligence, personality and overall wellbeing (MacCann &
Roberts 2013).
Present study
In the present study, we will analyse the relationships described above be-
tween wellbeing and literacy achivement in a Slovene sample of students
with a focus on the predictive power of selected wellbeing indicators for
PISA achievement (mathematics, science and reading literaracy). The pa-
per addresses the following research question:
Which specific indicators of non-cognitive wellbeing dimensions (psy-
chological, social, health) are significant predictors of mathematics, sci-
ence and reading literacy as measured in PISA study?
Since we are focusing on the academic achievement and school con-
text additional research question is formed:
Which indicators of wellbeing related to the school context (school ex-
periences) are significant predictors of mathematics, science and reading
literacy as measured in PISA study?
Method
Participants
In Slovenia, the sample of students for the PISA study mostly comprise of
students in the first year of upper-secondary education programmes. The
international definition of the PISA target population, for which the in-
ternational comparisons are derived, is a generation of 15-year-olds in ed-
ucation (OECD, 2017). The sample of students who participated in PISA
2015 (6,406 students, whereof 2,901 are girls and 3,505 boys, their aver-
age age: 15.7 years) was invited for the additional data collection on stu-
dent wellbeing approximately a year later. Of the total PISA 2015 sample
2,802 students (1,460 girls and 1,342 boys) responded to the additional
191
academic achievement functions as a predictor of future health (Cole,
Jacquez, & Maschman, 2001). More specifically Taras (2005) has identi-
fied significant relationships between specific health related behaviours
(physical inactivity; unhealthy dietary behaviours) and academic achieve-
ment. Similarly, Roberts, Freed and McCarthy (2010) showed that aero-
bic fitness level of schoolchildren predicts performance on standardized
tests across ethnic groups, even when controlling for parent education as a
covariate. Nutrition is an important factor as well, obese students receive
significantly lower grades than normal-weight peers in middle school,
community college and university, even when controlled for demograph-
ic variables, intelligence, personality and overall wellbeing (MacCann &
Roberts 2013).
Present study
In the present study, we will analyse the relationships described above be-
tween wellbeing and literacy achivement in a Slovene sample of students
with a focus on the predictive power of selected wellbeing indicators for
PISA achievement (mathematics, science and reading literaracy). The pa-
per addresses the following research question:
Which specific indicators of non-cognitive wellbeing dimensions (psy-
chological, social, health) are significant predictors of mathematics, sci-
ence and reading literacy as measured in PISA study?
Since we are focusing on the academic achievement and school con-
text additional research question is formed:
Which indicators of wellbeing related to the school context (school ex-
periences) are significant predictors of mathematics, science and reading
literacy as measured in PISA study?
Method
Participants
In Slovenia, the sample of students for the PISA study mostly comprise of
students in the first year of upper-secondary education programmes. The
international definition of the PISA target population, for which the in-
ternational comparisons are derived, is a generation of 15-year-olds in ed-
ucation (OECD, 2017). The sample of students who participated in PISA
2015 (6,406 students, whereof 2,901 are girls and 3,505 boys, their aver-
age age: 15.7 years) was invited for the additional data collection on stu-
dent wellbeing approximately a year later. Of the total PISA 2015 sample
2,802 students (1,460 girls and 1,342 boys) responded to the additional
191
