Rising above their circumstances: what makes some disadvantagedEast and South-East Asian students perform far better in science thantheir background predicts?

Jose G. Clavel; García Crespo, F.rancisco Javier; Sanz San Miguel, Luis

Publication:
Rising above their circumstances: what makes some disadvantagedEast and South-East Asian students perform far better in science thantheir background predicts?

dc.contributor.author	Jose G. Clavel
dc.contributor.author	García Crespo, F.rancisco Javier
dc.contributor.author	Sanz San Miguel, Luis
dc.contributor.department	Métodos Cuantitativos para la Economía y la Empresa
dc.date.accessioned	2023-12-20T23:11:01Z
dc.date.available	2023-12-20T23:11:01Z
dc.date.issued	2021-02-27
dc.description	©2021. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ This document is the Accepted version of a Published Work that appeared in final form in Asia Pacific Journal of Education. To access the final edited and published work see https://doi.org/10.1080/02188791.2021.1886905
dc.description.abstract	The Programme for International Student Assessment, carried out every three years by the Organization for Economic Co-operation and Development across a large number of countries and economies, have shown that socioeconomically disadvantaged students are almost three times more likely than advantaged students not to attain the baseline level of proficiency in science. Some of those disadvantage students beat the odds and perform better than expected according to their low socioeconomic background. They are called resilient students. Using data from 2015’s science-focused assessment and a logistic multilevel model analysis, this study examined the relationships between academic resilience and other non-cognitive skills measured by the assessment across seven East Asian countries and regions. Although there are significant disparities between the countries and regions, the results indicate that enjoyment and interest in science are positively related to science resilience. By contrast, when the student has an instrumental motivation for learning science (he or she is interested in science because it is useful for his or her career plans), the relationship is negative. This provides useful guidance for policymakers, educators, parents, and students on how to foster better Science results for students, and especially for disadvantaged students.
dc.format	application/pdf	es_ES
dc.format.extent	32
dc.identifier.citation	Asia Pacific Journal of Education
dc.identifier.citation	https://www.tandfonline.com/doi/full/10.1080/02188791.2021.1886905
dc.identifier.doi	https://doi.org/10.1080/02188791.2021.1886905
dc.identifier.issn	1742-6855
dc.identifier.uri	http://hdl.handle.net/10201/136818
dc.language	eng	es_ES
dc.relation.isreferencedby	ED_IDENTRADA=1287
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject	Multilevel logistic models	es_ES
dc.subject	Non-Cognitive skills	es_ES
dc.subject	Pisa 2015	es_ES
dc.subject	Resilience	es_ES
dc.subject	Science attitudes
dc.title	Rising above their circumstances: what makes some disadvantagedEast and South-East Asian students perform far better in science thantheir background predicts?	es_ES
dc.type	info:eu-repo/semantics/article	es_ES
dspace.entity.type	Publication	es