Umfang:
Online Ressource (9404 KB, 524 S.)
Ausgabe:
1. Aufl.
ISBN:
9264201173
Serie:
PISA
Inhalt:
This third volume of PISA 2012 results explores students engagement with and at school, their drive and motivation to succeed, and the beliefs they hold about themselves as mathematics learners. The volume identifies the students who are at particular risk of having low levels of engagement in, and holding negative dispositions towards, school in general and mathematics in particular, and how engagement, drive, motivation and self-beliefs are related to mathematics performance. The volume identifies the roles schools can play in shaping the well-being of students and the role parents can play in promoting their childrens engagement with and dispositions towards learning. Changes in students engagement, drive, motivation and self-beliefs between 2003 and 2012, and how those dispositions have changed during the period among particular subgroups of students, notably socio-economically advantaged and disadvantaged students, boys and girls, and students at different levels of mathematics proficiency, are examined when comparable data are available. Throughout the volume, case studies examine in greater detail the policy reforms adopted by countries that have improved in PISA.
Anmerkung:
Description based upon print version of record
,
Foreword; Acknowledgements; Table of Contents; Executive Summary; Reader's Guide; What is PISA?; Who are the PISA students?; What kinds of results does the test provide?; Where can you find the results?; References; Chapter 1 - What it Takes to Learn; A comprehensive approach to measuring educational success among15-year-olds; The economic and social dynamics shaping the need to prepare students for lifelong learning; Structure of the volume; Notes; References; Chapter 2 - Engagement with and at school; Lack of punctuality: arriving late for school
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Absenteeism: skipping classes or days of schoolSense of belonging; Attitudes towards school; Do differences in the relationship between dispositions, behaviours and self-beliefs and performance among thehighest-achieving and lowest-achieving students reflect the influence of other factors?; Notes; References; Chapter 3 - Students' Drive and Motivation; Perseverance; Openness to problem solving; Locus of control; Perceived self-responsibility for failing in mathematics; Perceived control of success in mathematics and at school; Motivation to learn mathematics
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Intrinsic motivation to learn mathematicsInstrumental motivation to learn mathematics; The role of gender and socio-economic differences in the relationship between students' drive and motivation and performance; Notes; References; Chapter 4 - Mathematics Self-Beliefs and Participation in Mathematics-Related Activities; Mathematics self-efficacy; Mathematics self-concept; Mathematics anxiety; Participation in mathematics activities, mathematics intentions and norms; The role of gender and socio-economic differences in the relationship between dispositions towards mathematics and performance
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NotesReferences; Chapter 5 - The Role of Teachers and Schools in Shaping Students' Engagement, Drive and Self-Beliefs; The association between school climate and dispositions to learn; The role of social comparisons; The relationship between what happens in the classroom and student engagement, drive and motivation, and mathematics self-beliefs; Experience with pure and applied mathematics; Students' drive, motivation and self-beliefs and school practices: teacher behaviour in class and school climate
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Trends in the relationship between students' engagement, motivation and dispositions and the schools they attendNotes; References; Chapter 6 - The Role of Families in Shaping Students' Engagement, Drive and Self-Beliefs; The home environment and parental behaviour; Parents' circumstances; Parental expectations and dispositions; Notes; References; Chapter 7 - Gender and Socio-Economic Disparities in Students' Engagement, Drive and Self-Beliefs; Disparities in engagement with and at school, drive and self-beliefs amongstudents who perform at the same level
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Gender and socio-economic differences in the association between engagement with and at school, drive and self-beliefs and mathematics performance
Weitere Ausg.:
ISBN 9264201165
Weitere Ausg.:
ISBN 9789264201163
Weitere Ausg.:
ISBN 9789264201163
Weitere Ausg.:
Erscheint auch als Druck-Ausgabe PISA PISA 2012 Results : Ready to Learn (Volume III)
Sprache:
Deutsch
Schlagwort(e):
Electronic books
URL:
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