Page 207 - 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 ...
results can be compared for the population of students in the analysis.
In the PISA 2015 background questionnaire, students were asked about
their overall school-related and general achievement motivation. While
international comparisons show that Slovenian students generally indi-
cate low levels of this motivation, the relation of this indicator to achieve-
ment in literacy domains is shown to be positive and significant. A one
standard deviation increase in this indicator is associated with 15 score-
point increase in reading literacy, 19 score-point increase in mathematic
literacy and 20 score-point difference in science literacy. When compar-
ing the findings from both data sets, there is an indication that motivation
in PISA is measured more on the general level that comprise also of the el-
ements of intrinsic motivation.
A final observation relates to the socio-economic and cultural status:
while this predictor significantly added to the proportion of variance ex-
plained by each model as well as being shown to be the strongest predictor
in all of the models, preliminary analyses of the models with all but this
predictor showed that the coefficients for the other predictors were not
substantially affected by the addition of this predictor. This indicates rel-
ative independence of the wellbeing predictors of achievement in literacy
domains from the socio-economic and cultural status.
Conclusions
Our results first of all through all four models indicate the interconnect-
edness of wellbeing and literacy. There are several interpretations of our
findings about this relationship possible. The first group of interpreta-
tions focuses on the changes within individuals that lead to a better qual-
ity of learning and knowledge. For instance, as indicated in the research
(Aronson, 2002), higher learning outcomes are typical of students who are
more confident about their learning skills, who make more effort and per-
sist longer in doing more difficult tasks. The relationship is partly evident
also in our data, e.g. our results confirmed a positive relationship between
academic self-concept and achievement, but not persistence and engage-
ment. Therefore some further analyses would be needed here. Another set
of characteristics related to higher academic achievements are higher edu-
cational goals, more self-disciplined and motivated behaviour and a better
ability to cope with stress (Duckworth and Seligman, 2005). In our data,
future goals were negatively associated to achievement, however we have
to point out that the goals were not specifically educational but more on
a general level. Our data also revealed a positive relationship between em-
pathy and achievement and a negative relationship of achievement with
prosocial behaviour, sadness and worries.
205
results can be compared for the population of students in the analysis.
In the PISA 2015 background questionnaire, students were asked about
their overall school-related and general achievement motivation. While
international comparisons show that Slovenian students generally indi-
cate low levels of this motivation, the relation of this indicator to achieve-
ment in literacy domains is shown to be positive and significant. A one
standard deviation increase in this indicator is associated with 15 score-
point increase in reading literacy, 19 score-point increase in mathematic
literacy and 20 score-point difference in science literacy. When compar-
ing the findings from both data sets, there is an indication that motivation
in PISA is measured more on the general level that comprise also of the el-
ements of intrinsic motivation.
A final observation relates to the socio-economic and cultural status:
while this predictor significantly added to the proportion of variance ex-
plained by each model as well as being shown to be the strongest predictor
in all of the models, preliminary analyses of the models with all but this
predictor showed that the coefficients for the other predictors were not
substantially affected by the addition of this predictor. This indicates rel-
ative independence of the wellbeing predictors of achievement in literacy
domains from the socio-economic and cultural status.
Conclusions
Our results first of all through all four models indicate the interconnect-
edness of wellbeing and literacy. There are several interpretations of our
findings about this relationship possible. The first group of interpreta-
tions focuses on the changes within individuals that lead to a better qual-
ity of learning and knowledge. For instance, as indicated in the research
(Aronson, 2002), higher learning outcomes are typical of students who are
more confident about their learning skills, who make more effort and per-
sist longer in doing more difficult tasks. The relationship is partly evident
also in our data, e.g. our results confirmed a positive relationship between
academic self-concept and achievement, but not persistence and engage-
ment. Therefore some further analyses would be needed here. Another set
of characteristics related to higher academic achievements are higher edu-
cational goals, more self-disciplined and motivated behaviour and a better
ability to cope with stress (Duckworth and Seligman, 2005). In our data,
future goals were negatively associated to achievement, however we have
to point out that the goals were not specifically educational but more on
a general level. Our data also revealed a positive relationship between em-
pathy and achievement and a negative relationship of achievement with
prosocial behaviour, sadness and worries.
205
