Page 195 - 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. 195
kozina, m. štraus ■ relationship between academic achievement and wellbeing ...
One of the important background variables from the PISA database is so-
cio-economic and cultural status, which is derived from three variables re-
lated to family background: parents’ highest level of education, parents’
highest occupation status, and home possessions, including books in the
home. Since, in addition to socio-economic background, this index re-
flects cultural background of students it is called an index of socio-eco-
nomic and cultural status (see, e.g. OECD, 2017 and forthcoming).
Wellbeing Questionnaire
The questionnaire was provided by the Australian Department of
Education and Development (in collaboration with international part-
ners). It consists of established tools for measuring wellbeing: EPOCH
(Kern et al., 2016) and MDI (Shonert-Reichl et al., 2013). EPOCH
(Kern et al., 2004) is a measure of adolescent’s wellbeing and is based on
Seligmans PERMA model (Seligman, 2011). The resulting model con-
sists of five different positive characteristics that together support high-
er levels of wellbeing: engagement, perseverance, optimism, connected-
ness, and happiness. The measure consist of 20 items on a 5-point scale (1=
almost never; 5= almost always). In the analyses, we used perserverance
and engagement dimensions. MDI (Shonert-Reichl, et al., 2013) - Middle
Years Development Instrument was designed to assess child wellbeing in-
side and outside of school on five dimensions: (1) Social and emotional de-
velopment, (2) Connectedness to peers and to adults at school, at home,
and in the neighbourhood, (3) School experiences, (4) Physical health and
wellbeing, and (5) Constructive use of time after school. The question-
naires have been translated to Slovene and have been proved to be psycho-
metrically adequate (Kozina & Čufar, 2017).
Procedure
Schools that participated in PISA 2015 were invited to take part in an ad-
ditional Wellbeing study in 2016. The school that took part received in-
formed consent from their students and their parents. The students that
participated in the study responded to the online questionnaire using
their PISA identification codes and under the supervision of their school
coordinators during regular school lessons. There was no time limit for
the questionnaire. For each model, ordinary least squares analyses were
conducted. Bootstrap procedures were used to account for the effect of
the two-stage sampling – students being sampled within previously sam-
pled schools – on sampling variance and standard errors estimation. IBM
SPSS 24.0 software was used for the analyses, with the addition of the
syntax macros prepared through the IDB Analyzer software (IEA 2017),
193
One of the important background variables from the PISA database is so-
cio-economic and cultural status, which is derived from three variables re-
lated to family background: parents’ highest level of education, parents’
highest occupation status, and home possessions, including books in the
home. Since, in addition to socio-economic background, this index re-
flects cultural background of students it is called an index of socio-eco-
nomic and cultural status (see, e.g. OECD, 2017 and forthcoming).
Wellbeing Questionnaire
The questionnaire was provided by the Australian Department of
Education and Development (in collaboration with international part-
ners). It consists of established tools for measuring wellbeing: EPOCH
(Kern et al., 2016) and MDI (Shonert-Reichl et al., 2013). EPOCH
(Kern et al., 2004) is a measure of adolescent’s wellbeing and is based on
Seligmans PERMA model (Seligman, 2011). The resulting model con-
sists of five different positive characteristics that together support high-
er levels of wellbeing: engagement, perseverance, optimism, connected-
ness, and happiness. The measure consist of 20 items on a 5-point scale (1=
almost never; 5= almost always). In the analyses, we used perserverance
and engagement dimensions. MDI (Shonert-Reichl, et al., 2013) - Middle
Years Development Instrument was designed to assess child wellbeing in-
side and outside of school on five dimensions: (1) Social and emotional de-
velopment, (2) Connectedness to peers and to adults at school, at home,
and in the neighbourhood, (3) School experiences, (4) Physical health and
wellbeing, and (5) Constructive use of time after school. The question-
naires have been translated to Slovene and have been proved to be psycho-
metrically adequate (Kozina & Čufar, 2017).
Procedure
Schools that participated in PISA 2015 were invited to take part in an ad-
ditional Wellbeing study in 2016. The school that took part received in-
formed consent from their students and their parents. The students that
participated in the study responded to the online questionnaire using
their PISA identification codes and under the supervision of their school
coordinators during regular school lessons. There was no time limit for
the questionnaire. For each model, ordinary least squares analyses were
conducted. Bootstrap procedures were used to account for the effect of
the two-stage sampling – students being sampled within previously sam-
pled schools – on sampling variance and standard errors estimation. IBM
SPSS 24.0 software was used for the analyses, with the addition of the
syntax macros prepared through the IDB Analyzer software (IEA 2017),
193
