Page 205 - 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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kozina, m. štraus ■ relationship between academic achievement and wellbeing ...
abilities in a specific domain and the internalizations of the feedback ob-
tained from significant others (Harter, 2006). Self-concept (e.g. academ-
ic self-concept) moderates effort and motivation to be active in certain
fields (e.g. school attendance, learning). In the model for explaining the
variation in reading literacy scores, the value 11.06 of the academic self-
concept regression coefficient shows that the scores of students with one
standard deviation higher values of academic self-concept are, on average,
11.06 points higher than the scores of their counterparts with lower values
of academic self-concept while having similar values on other predictors.
This change in reading scores represents 13 percent of overall standard de-
viation of the scores in the population.
In the model, for explaining the variation in mathematical literacy
scores, the value of the regression coefficient for academic self-concept is
13.46 and 15.85 for scientific literacy. For mathematics, the change in scores
represents 15 percent of the overall standard deviation in scores and for
science 17 percent. This shows that the relative change in scores predict-
ed by academic self-concept is the largest for scientific literacy among the
three domains. The findings are in line with the research literature stat-
ing the positive relationship between academic self-concept and academic
achievement (Avsec, 2007; Juriševič, 1999). Another relatively strong and
positive predictor in the model is student’s perception of school climate.
This predictor shows similar associations with the scores in all three do-
mains, all three regression coefficients of this predictor amount for 17 per-
cent of the overall standard deviation of the scores in respective domains
in the student population. The average scale-score changes associated with
a one standard deviation change in the school climate are 14.79 points
for reading, 14.67 points for mathematics and 15.44 points for science. A
more positive school climate is related to higher academic achievement as
proven also in research abroad (Brown, Anfara, & Rooney, 2004) and in
Slovenia (Kozina et al., 2012).
Among the negative predictors, frequency of being exposed to bully-
ing in the school showed as the strongest predictor. The drop in the scale-
scores associated with a one standard deviation increase in exposure to
bullying is from 9 to 12 percent of the standard deviation of the scores in
the three domains. For reading the regression coefficient for this predic-
tor is -10.52 which shows that students who reported a one standard devia-
tion higher exposure to bullying have, on average, 10.52 score-points lower
reading literacy results. This represents 12 percent of the overall standard
deviation of the reading scores in the population. For mathematics, the
regression coefficient -7.80 represents 9 percent of the standard devia-
tion in mathematics scores and for science the coefficient -9.50 represents
203
abilities in a specific domain and the internalizations of the feedback ob-
tained from significant others (Harter, 2006). Self-concept (e.g. academ-
ic self-concept) moderates effort and motivation to be active in certain
fields (e.g. school attendance, learning). In the model for explaining the
variation in reading literacy scores, the value 11.06 of the academic self-
concept regression coefficient shows that the scores of students with one
standard deviation higher values of academic self-concept are, on average,
11.06 points higher than the scores of their counterparts with lower values
of academic self-concept while having similar values on other predictors.
This change in reading scores represents 13 percent of overall standard de-
viation of the scores in the population.
In the model, for explaining the variation in mathematical literacy
scores, the value of the regression coefficient for academic self-concept is
13.46 and 15.85 for scientific literacy. For mathematics, the change in scores
represents 15 percent of the overall standard deviation in scores and for
science 17 percent. This shows that the relative change in scores predict-
ed by academic self-concept is the largest for scientific literacy among the
three domains. The findings are in line with the research literature stat-
ing the positive relationship between academic self-concept and academic
achievement (Avsec, 2007; Juriševič, 1999). Another relatively strong and
positive predictor in the model is student’s perception of school climate.
This predictor shows similar associations with the scores in all three do-
mains, all three regression coefficients of this predictor amount for 17 per-
cent of the overall standard deviation of the scores in respective domains
in the student population. The average scale-score changes associated with
a one standard deviation change in the school climate are 14.79 points
for reading, 14.67 points for mathematics and 15.44 points for science. A
more positive school climate is related to higher academic achievement as
proven also in research abroad (Brown, Anfara, & Rooney, 2004) and in
Slovenia (Kozina et al., 2012).
Among the negative predictors, frequency of being exposed to bully-
ing in the school showed as the strongest predictor. The drop in the scale-
scores associated with a one standard deviation increase in exposure to
bullying is from 9 to 12 percent of the standard deviation of the scores in
the three domains. For reading the regression coefficient for this predic-
tor is -10.52 which shows that students who reported a one standard devia-
tion higher exposure to bullying have, on average, 10.52 score-points lower
reading literacy results. This represents 12 percent of the overall standard
deviation of the reading scores in the population. For mathematics, the
regression coefficient -7.80 represents 9 percent of the standard devia-
tion in mathematics scores and for science the coefficient -9.50 represents
203
