Page 262 - 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
students in Well-being study (N=2802) responded to Well-being ques-
tionnaire: a combination of two well-being measures: EPOCH (Kern
et al., 2016) and MDI (Shonert-Reichl, et al., 2013). In order to analyse
the predictive power of non-cognitive (psychological, social and physical)
well-being indicators for PISA achievement (all three literacies measured:
math, science, reading) four regression models were tested: (i) psycholog-
ical (perseverance, engagement, empathy, prosocial behaviour, happiness,
optimism, sadness, worries), (ii) social (connectedness to peers, teach-
ers, neighbourhood, friends), and (iii) physical (nutrition, sleep, over-
all health, body image). Due to the importance of school setting we add-
ed also the fourth model (iv) school experiences (academic self-concept,
extrinsic motivation, school climate, school belonging, bullying, future
goals). Socio-economic and cultural status was due to its significant ef-
fect on achievement added as a controlling variable. For all three types
of literacies several common predictors were identified. Higher empathy,
positive academic self-concept and positive school climate predict higher
PISA achievement whereas more frequent prosocial behaviour, exposure
to bullying and stronger connectedness to neighbourhood predicts low-
er achievement. From the physical dimension, better nutrition and going
to bed late predicts higher achievement. The implications for research and
practice and future directions are discussed.
Odnos med pismenostjo, ugotovljeno v raziskavi PISA,
in izbranimi kazalniki blagostanja: preliminarne ugotovitve
Blagostanje je kompleksen, večdimenzionalni konstrukt, sestavljen iz psi-
hološke, socialne, spoznavne in telesne dimenzije, ki se pomembno pove-
zuje z učno uspešnostjo (odnos je recipročen). V prispevku se osredinjamo
na povezanost pismenosti, izmerjenih v raziskavi PISA (bralna, matem-
atična in naravoslovna pismenost), ter izbranih kazalnikov blagostanja. V
raziskavo blagostanja smo povabili dijakinje in dijake, ki so sodelovali v
raziskavi PISA 2015 za Slovenijo. Odzvalo se je 2802 dijakinj in dijakov,
ki so odgovorili na Vprašalnik o blagostanju; Vprašalnik o blagostanju je
sestavljen iz dveh obsotječih mer blagostanja: EPOCH (Kern et al., 2016)
in MDI (Shonert-Reichl, et al., 2013). V analizah smo uporabilili regresi-
jske modele, v katerih smo ugotavljali napovedno moč nespoznavnih ka-
zalnikov blagostanja (psiholoških, socialnih in telesnih) za pismenost, iz-
merjeno v raziskavi PISA 2015 (za vsa tri vsebinska področja:: matematika,
naravoslovje, branje). Oblikovali smo štiri regresijske modele: i) psihološki
model (napovedniki: vztrajnost, vključenost, empatija, prosocialno veden-
je, sreča, optimizem, žalost, skrbi), ii) socialni model (povezanost z vrst-
niki, učitelji, soseščino, prijatelji) in iii) telesni model (prehrana, spanje,
260
students in Well-being study (N=2802) responded to Well-being ques-
tionnaire: a combination of two well-being measures: EPOCH (Kern
et al., 2016) and MDI (Shonert-Reichl, et al., 2013). In order to analyse
the predictive power of non-cognitive (psychological, social and physical)
well-being indicators for PISA achievement (all three literacies measured:
math, science, reading) four regression models were tested: (i) psycholog-
ical (perseverance, engagement, empathy, prosocial behaviour, happiness,
optimism, sadness, worries), (ii) social (connectedness to peers, teach-
ers, neighbourhood, friends), and (iii) physical (nutrition, sleep, over-
all health, body image). Due to the importance of school setting we add-
ed also the fourth model (iv) school experiences (academic self-concept,
extrinsic motivation, school climate, school belonging, bullying, future
goals). Socio-economic and cultural status was due to its significant ef-
fect on achievement added as a controlling variable. For all three types
of literacies several common predictors were identified. Higher empathy,
positive academic self-concept and positive school climate predict higher
PISA achievement whereas more frequent prosocial behaviour, exposure
to bullying and stronger connectedness to neighbourhood predicts low-
er achievement. From the physical dimension, better nutrition and going
to bed late predicts higher achievement. The implications for research and
practice and future directions are discussed.
Odnos med pismenostjo, ugotovljeno v raziskavi PISA,
in izbranimi kazalniki blagostanja: preliminarne ugotovitve
Blagostanje je kompleksen, večdimenzionalni konstrukt, sestavljen iz psi-
hološke, socialne, spoznavne in telesne dimenzije, ki se pomembno pove-
zuje z učno uspešnostjo (odnos je recipročen). V prispevku se osredinjamo
na povezanost pismenosti, izmerjenih v raziskavi PISA (bralna, matem-
atična in naravoslovna pismenost), ter izbranih kazalnikov blagostanja. V
raziskavo blagostanja smo povabili dijakinje in dijake, ki so sodelovali v
raziskavi PISA 2015 za Slovenijo. Odzvalo se je 2802 dijakinj in dijakov,
ki so odgovorili na Vprašalnik o blagostanju; Vprašalnik o blagostanju je
sestavljen iz dveh obsotječih mer blagostanja: EPOCH (Kern et al., 2016)
in MDI (Shonert-Reichl, et al., 2013). V analizah smo uporabilili regresi-
jske modele, v katerih smo ugotavljali napovedno moč nespoznavnih ka-
zalnikov blagostanja (psiholoških, socialnih in telesnih) za pismenost, iz-
merjeno v raziskavi PISA 2015 (za vsa tri vsebinska področja:: matematika,
naravoslovje, branje). Oblikovali smo štiri regresijske modele: i) psihološki
model (napovedniki: vztrajnost, vključenost, empatija, prosocialno veden-
je, sreča, optimizem, žalost, skrbi), ii) socialni model (povezanost z vrst-
niki, učitelji, soseščino, prijatelji) in iii) telesni model (prehrana, spanje,
260
