Student background determinants of reading achievement in Italy. A quantile regression analysis
Student background determinants of reading achievement in Italy. A quantile regression analysis
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DOI：
10.1016/j.ijedudev.2015.07.005
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发表时间：
2015-09-01
影响因子：
2.5
通讯作者：
Porcu, Mariano
中科院分区：
文献类型：
--
作者：
Giambona, Francesca;Porcu, Mariano
近年来，学生成绩的决定因素备受关注。实证研究发现，学生的特质、家庭背景、就读学校、居住地区是影响学生表现的主要因素。在本文中，我们分析了2009年经合组织-比萨（拼写比萨）调查，以检查个人背景特征影响阅读成绩的意大利15岁的学生使用分位数回归（QR）的方法。QR方法允许研究人员分析在阅读成绩分数的整个分布中对学生表现的预测估计的大小和方向的变化。结果表明，显着的影响，阅读成绩的预测操作不同的分位数，这表明不同的途径，以实现低，高性能的读者。特别是，一些家庭背景的预测（父母的教育，计算机在家里的可用性，并在家里的家庭作业的办公桌的可用性），参加的学校课程，学生居住的区域发挥重要的，但不同的作用，低和高性能的读者。例如，父母教育对学生阅读有积极影响，学术（普通）课程比职业或技术课程表现得更好，北方地区比中部-南部地区表现得更好，学生阅读成绩沿着分布有不同的影响。政策制定者在制定策略以提高学生在沿着连续的低分和高分的阅读各个层次的表现时，应该仔细考虑这些发现。(C)2015爱思唯尔有限公司版权所有。
In recent years determinants of students' achievement has received much attention. Empirical studies have found that students' characteristics, family background, school attended, and regional residence are major factors affecting student performance. In this paper, we analyze the 2009 OECD-PISA (spell PISA) survey to examine individual background characteristics influencing the reading achievement of Italian 15 years-old students using the quantile regression (QR) approach. The QR approach allows researchers to analyze changes in size and direction of predictor estimates on student performance across the entire distribution of reading achievement scores. Results indicate significant effects of predictors on reading achievement operating differently across quantiles, suggesting different pathways to achievement for low and high performing readers. In particular, some family background predictors (parental education, computer availability at home, and availability of a desk for homework at home), the school program attended and, the region of student residence play important but differing role for low and high performing readers. For example, parental education shows a positive effect on student reading, academic (general) programs perform better than vocational or technical, and Northern regions perform better than Center-Southern ones, with differentiated effects along the distribution of students' reading scores. These findings should be carefully considered by policymakers when outlining strategies to enhance student performance at all levels along the reading continuum of low and high scores. (C) 2015 Elsevier Ltd. All rights reserved.