Examining evidence for the validity of PISA learning strategy scales based on student response processes by Hopfenbeck, T, Maul, A

“…The aim of this study was to investigate response-process based evidence for the validity of the Programme for International Student Assessment's (PISA) self-report questionnaire scales as measures of specific psychological constructs, with a focus on scales meant to measure inclination toward specific learning strategies. …”

Cultural, social, and economic capital constructs in international assessments: an evaluation using exploratory structural equation modeling by Caro, D, Sandoval-Hernández, A, Lüdtke, O

“…The article employs exploratory structural equation modeling (ESEM) to evaluate constructs of economic, cultural, and social capital in international large-scale assessment (LSA) data from the Progress in International Reading Literacy Study (PIRLS) 2006 and the Programme for International Student Assessment (PISA) 2009. ESEM integrates the theory-generating approach of exploratory factor analysis (EFA) and theory-testing approach of confirmatory factor analysis (CFA). …”

Reflections on the performance of Ireland and Portugal in the OECD/PISA 2000 assessment of reading literacy by Gerry Shiel

“…In 2000, 15-year olds in 28 member countries of the Organisation for Economic Co-operation and Development (OECD) and four additional countries took part in the Programme for International Student Assessment (PISA). While PISA assessed three cognitive domains reading literacy, mathematical literacy and scientific literacy this paper focuses on reading literacy the major assessment domain in 2000. …”
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Multilevel Model Analysis to Investigate Predictor Variables in Mathematics Achievement PISA Data by Fani Yunida Anggraheni, Kismiantini Kismiantini, Fajar Ediyanto

“…Stratified analysis was implemented in Indonesia’s Programme for International Student Assessment (PISA) 2018 data. The variables of student level encompassed gender, economic, social, and cultural status (ESCS), metacognition, and learning time. …”
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Research-informed teacher education, teacher autonomy and teacher agency: the example of Finland by Jennifer Chung

“…Finnish education has received worldwide attention due to the country’s performances in the Programme for International Student Assessment (PISA). Research investigating Finland’s positive outcomes in the assessment has highlighted not only the strength of teachers, but also the rigour of Finnish teacher education. …”
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School Climate: The History of the Concept, Approaches to Defining, and Measurement in PISA Questionnaire by Tatiana Chirkina, Tatiana Khavenson

“…The empirical study is based on the student questionnaire used by the Programme for International Student Assessment (PISA), which should ideally allow measuring a number of school climate aspects. …”
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Discourse Analysis of Policies to Prevent Violent Radicalization in Ten European Countries and their Impact on Educational Systems by Arantxa Azqueta Díaz de Alda, Adoración Merino-Arribas

“…The OECD Programme for International Student Assessment (PISA) proposes a new learning objective: global competence. …”
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Perceived teacher autonomy support for adolescents’ reading achievement: The mediation roles of control-value appraisals and emotions by Meishu Wang, Jie Hu

“…Multiple mediation modeling was adopted to test the proposed model with carrying out a total of 12,058 students from 361 schools in China in the Programme for International Student Assessment (PISA) 2018 reading database. …”
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Explaining paradoxical relations between academic self-concepts and achievements: Cross-cultural generalizability of the internal/external frame of reference predictions across 26... by Marsh, H, Hau, K

“…Supporting the cross-cultural generalizabilily of predictions, multigroup structural equation models demonstrated good support for the generalizability of results across 26 countries participating in the Programme for International Student Assessment project sponsored by the Organisation for Economic Co-operation and Development.…”

Educational standards and the changing discourse on education: the reception and consequences of the PISA study in Germany by Ertl, H

“…This paper examines the ways in which the results of the OECD Programme of International Student Assessment (PISA) have influenced educational discourse in Germany. …”

Children’s Reports of Parents’ Education Level: Does it Matter Whom You Ask and What You Ask About? by Frauke Kreuter, Stephanie Eckman, Kai Maaz, Rainer Watermann

“…Using data from the German administration of PISA 2000 (OECD Programme for International Student Assessment) in which both students and parents were asked to report parental variables, we show that reporting inconsistencies are a function of student achievement: students with higher math scores tend to provide reports that are more consistent with their parents' reports. …”
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Schools for well-being? Critical discussions with schoolchildren by Dagmar Kutsar, Kadri Soo, Liis-Marii Mandel

“…International quantitative studies among children, such as the Health Behaviour of School-Aged Children and the Programme for International Student Assessment have revealed a gap between learning outcomes and children’s subjective well-being across countries. …”
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Can We Improve Learning Outcomes of Schoolchildren from the Poorest Families by Investing into Their Non-Cognitive Skills? Causal Analysis Using Propensity Score Matching by Garen Avanesian, Marina Borovskaya, Viсtoria Ryzhova, Vladimir Kirik, Valeria Egorova, Alexander Bermous

“…The study uses the data of the Programme for International Student Assessment (PISA) collected in Russia in 2018. …”
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How Social Support Affects Resilience in Disadvantaged Students: The Chain-Mediating Roles of School Belonging and Emotional Experience by Zhenyu Li, Qiong Li

“…This study aims to utilize data from the Programme for International Student Assessment (PISA), 2018, conducted in four provinces and cities in China, to investigate the impact of social support on the resilience of disadvantaged students. …”
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Is the SES and academic achievement relationship mediated by cognitive ability? Evidence from PISA 2018 using data from 77 countries by Björn Boman

“…IntroductionEarlier research has suggested that that the international large-scale assessment, PISA (Programme for International Student Assessment), may be looked upon as a form of school test that is mostly explained by participating students’ socioeconomic status, non-cognitive factors, and various school factors, whereas another strand of research focuses on the similarities between PISA and cognitive ability assessments such as IQ tests. …”
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Understanding the Influence of Teacher-Student Relationship on Mathematics Achievement: Evidence From Korean Students by Jungah Choi, Hyunsuk Han

“…The Programme for International Student Assessment 2012 survey data for 5,033 South Korean students was used in this research. …”
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Does the gender-equality paradox hold on the micro level? An assessment of the effect of household wealth on gendered math intentions for 60 countries by Wilfred Uunk

“…Multilevel regression analyses of 15-year-old students' intentions to study math rather than language from 60 countries of the Programme for International Student Assessment (PISA) 2012 display that household wealth is only weakly and positively related to girls' and boys' math intentions and does not increase or decrease the gender gap in math intentions. …”
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The emergence of computational thinking in national mathematics curricula: An Australian example by Rachael Margaret Whitney-Smith

“…The growing prominence of CT and DL skills across many industry sectors has prompted recent changes to international assessment frameworks such as the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). …”
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A leitura: dos microprocessos aos macroprocessos, uma relação complementar = The reading: from microprocesses to macroprocesses, a complementary relation = La lectura: de los micro... by Marquez, Nakita Ani Guckert

“…Diante dos resultados insatisfatórios apontados pelo Programme for International Student Assessment (PISA 2015) no que se refere ao desenvolvimento da leitura de alunos brasileiros, o presente artigo traz a análise da relação complementar entre micro e macroprocessos e a sua importância no desenvolvimento da leitura competente. …”
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Students’ test motivation in PISA: the case of Norway by Hopfenbeck, T, Kj�rnsli, M., M

“…Do students make their best effort in large-scale assessment studies such as the Programme for International Student Assessment (PISA)? Despite six cycles of PISA surveys from 2000 to 2015, empirical studies regarding students’ test motivation and experience of the tests are sparse. …”