Page 206 - 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
10 percent of the standard deviation of the science scores in the popula-
tion. In the PISA 2015 data, the indicator of the frequency of bullying was
constructed from students’ responses in the background questionnaire.
Overall, Slovenian students reported that the frequency of bullying is
similar to the average in OECD. The relation of this indicator to achieve-
ment for the population of students in our analysis is, as expected, nega-
tive and significant. A one standard deviation increase in the indicator is
associated with approximately 10 score-points decrease in achievement (11
score-points in reading, 9 score-points in mathematics and 10 score-points
in science). The bullying is more frequent in schools with a negative school
climate (Malm & Löfgren, 2006) , which indicates the congruency of our
findings. Longitudinal studies suggest that being exposed to bullying has
both short-term and long-term consequences. The most common short-
term consequences include anxiety, depression, insecurity, reduced school
performance, loneliness, and sadness, which may in extreme cases lead to
suicide (Huesmann, 1994). The combination of all these consequences of
bullying then leads to lower literacy achievement as reflected in our data
and in PISA 2015 data.
A sense of school belonging, motivation for having good grades (ex-
trinsic motivation) and the amount of future goals, interestingly, resulted
as negative predictors in our model. The regression coefficient of a sense
of school belonging -7.04 in the model for explaining variance in read-
ing literacy scores represents 8 percent of the overall standard deviation
in the reading scores, the coefficient -4.75 in the model for scientific liter-
acy represents 5 percent of the overall standard deviation in these scores
while this predictor is not significant in the model for mathematical lit-
eracy. The more students feel connected to school and feel as a part of the
school the lower, on average, is their achievement in literacy domains. This
is in contradiction with the data presented in the Table 2 indicating that
the more students feel related to their teachers in the school, the higher is
their achievement in literacy domains. These results and discrepancies are
in need of additional analyses.
While having future goals and motivation for having good grades
are not significant predictors in the model for reading literacy, they are
significant in the models for mathematical and scientific literacy, indi-
cating a drop of approximately 6 and 7 percent of overall standard devi-
ation in scores associated with a one standard deviation increase in the
values of the predictors. As far as extrinsic motivation is concerned the re-
sults are in line with the theory indicating that intrinsic motivation is the
one significantly linked to higher academic achievement (Ryan & Deci,
2009). There are three indicators in the PISA 2015 database for which our
204
10 percent of the standard deviation of the science scores in the popula-
tion. In the PISA 2015 data, the indicator of the frequency of bullying was
constructed from students’ responses in the background questionnaire.
Overall, Slovenian students reported that the frequency of bullying is
similar to the average in OECD. The relation of this indicator to achieve-
ment for the population of students in our analysis is, as expected, nega-
tive and significant. A one standard deviation increase in the indicator is
associated with approximately 10 score-points decrease in achievement (11
score-points in reading, 9 score-points in mathematics and 10 score-points
in science). The bullying is more frequent in schools with a negative school
climate (Malm & Löfgren, 2006) , which indicates the congruency of our
findings. Longitudinal studies suggest that being exposed to bullying has
both short-term and long-term consequences. The most common short-
term consequences include anxiety, depression, insecurity, reduced school
performance, loneliness, and sadness, which may in extreme cases lead to
suicide (Huesmann, 1994). The combination of all these consequences of
bullying then leads to lower literacy achievement as reflected in our data
and in PISA 2015 data.
A sense of school belonging, motivation for having good grades (ex-
trinsic motivation) and the amount of future goals, interestingly, resulted
as negative predictors in our model. The regression coefficient of a sense
of school belonging -7.04 in the model for explaining variance in read-
ing literacy scores represents 8 percent of the overall standard deviation
in the reading scores, the coefficient -4.75 in the model for scientific liter-
acy represents 5 percent of the overall standard deviation in these scores
while this predictor is not significant in the model for mathematical lit-
eracy. The more students feel connected to school and feel as a part of the
school the lower, on average, is their achievement in literacy domains. This
is in contradiction with the data presented in the Table 2 indicating that
the more students feel related to their teachers in the school, the higher is
their achievement in literacy domains. These results and discrepancies are
in need of additional analyses.
While having future goals and motivation for having good grades
are not significant predictors in the model for reading literacy, they are
significant in the models for mathematical and scientific literacy, indi-
cating a drop of approximately 6 and 7 percent of overall standard devi-
ation in scores associated with a one standard deviation increase in the
values of the predictors. As far as extrinsic motivation is concerned the re-
sults are in line with the theory indicating that intrinsic motivation is the
one significantly linked to higher academic achievement (Ryan & Deci,
2009). There are three indicators in the PISA 2015 database for which our
204
