Page 202 - 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
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šolsko polje, letnik xxviii, številka 5–6
scale-points and 5 percent of the standard deviation of mathematics scores
between students reporting average and student reporting one standard
deviation higher value of connectedness to teachers. Connectedness to
home and connectedness to peers were not significant predictors. From
PISA 2015 database, an indicator of emotional support from parents as
perceived by the students can be compared with the results in model. For
the population of 15-year-olds in Slovenia who participated in our study,
this indicator is significantly related to achievement in all three domains.
A one standard deviation increase of this predictor is associated with a 15
score-point increase in reading, a 9 score-point increase in mathematics
and a 12 score-point increase in science literacy in PISA 2015. However, we
need to take into account that these associations are not controlled for any
of the other predictors that are included in our model.
In order to explain the variation in reading, mathematical and sci-
entific literacy achievements from physical predictors, the constructs of
body image, sense of overall health, quality of nutrition and time of go-
ing to sleep were used as predictors (together with the socio-economic and
cultural status as controlling variable).
The model explained 12 percent of variation in reading and mathe-
matical literacies scores, respectively, and 15 percent of variation in scien-
tific literacy scores. Apart from the socio-economic and cultural status,
nutrition and sleep showed significant and positive predictors in all three
domains.
The time of going to sleep is a positive predictor in the sense that stu-
dents who reported going to bed later had, on average, higher scores. A
one standard deviation change in the time of going to bed is associated
with 6.14 to 7.31 score-points change in literacy scores representing 7 to 8
percent of overall standard deviation in these scores (other predictors be-
ing held constant). Going to bed late is a reflection of the developmental
period of adolescence and the change in the sleeping patterns (Eccles &
Goodman, 2002) but of course going to bed late can be related to studying
late (but we do not have information on the reasons they are going to bed
late). Sleep quality is however a very strong predictor of wellbeing (Ridner,
Newton, Staten, Crawford, & Hall, 2015) and going late to sleep needs to
be taking into account when planning school lessons (e.g. starting later in
the day) as suggested by Eccles (Eccles and Goodman, 2002).
Besides the quality of sleep, nutrition is also significantly related to
wellbeing. A one standard deviation increase in the values of quality of
nutrition is associated with 7.62 to 10.31 score-points change in literacy
scores representing 9 to 12 percent of overall standard deviation in these
scores (other predictors being held constant). The quality of nutrition
200
scale-points and 5 percent of the standard deviation of mathematics scores
between students reporting average and student reporting one standard
deviation higher value of connectedness to teachers. Connectedness to
home and connectedness to peers were not significant predictors. From
PISA 2015 database, an indicator of emotional support from parents as
perceived by the students can be compared with the results in model. For
the population of 15-year-olds in Slovenia who participated in our study,
this indicator is significantly related to achievement in all three domains.
A one standard deviation increase of this predictor is associated with a 15
score-point increase in reading, a 9 score-point increase in mathematics
and a 12 score-point increase in science literacy in PISA 2015. However, we
need to take into account that these associations are not controlled for any
of the other predictors that are included in our model.
In order to explain the variation in reading, mathematical and sci-
entific literacy achievements from physical predictors, the constructs of
body image, sense of overall health, quality of nutrition and time of go-
ing to sleep were used as predictors (together with the socio-economic and
cultural status as controlling variable).
The model explained 12 percent of variation in reading and mathe-
matical literacies scores, respectively, and 15 percent of variation in scien-
tific literacy scores. Apart from the socio-economic and cultural status,
nutrition and sleep showed significant and positive predictors in all three
domains.
The time of going to sleep is a positive predictor in the sense that stu-
dents who reported going to bed later had, on average, higher scores. A
one standard deviation change in the time of going to bed is associated
with 6.14 to 7.31 score-points change in literacy scores representing 7 to 8
percent of overall standard deviation in these scores (other predictors be-
ing held constant). Going to bed late is a reflection of the developmental
period of adolescence and the change in the sleeping patterns (Eccles &
Goodman, 2002) but of course going to bed late can be related to studying
late (but we do not have information on the reasons they are going to bed
late). Sleep quality is however a very strong predictor of wellbeing (Ridner,
Newton, Staten, Crawford, & Hall, 2015) and going late to sleep needs to
be taking into account when planning school lessons (e.g. starting later in
the day) as suggested by Eccles (Eccles and Goodman, 2002).
Besides the quality of sleep, nutrition is also significantly related to
wellbeing. A one standard deviation increase in the values of quality of
nutrition is associated with 7.62 to 10.31 score-points change in literacy
scores representing 9 to 12 percent of overall standard deviation in these
scores (other predictors being held constant). The quality of nutrition
200
