Does the psychoemotional well-being of Spanish students influence their mathematical literacy? An evidence from PISA 2018
Metadatos
Afficher la notice complèteEditorial
Frontiers
Materia
Psychoemotional status PISA Assessment Multilevel analysis Mathematical literacy
Date
2023-06-12Referencia bibliográfica
Molina-Muñoz D, Contreras-García JM and Molina-Portillo E (2023) Does the psychoemotional well-being of Spanish students influence their mathematical literacy? An evidence from PISA 2018. Front. Psychol. 14:1196529. [doi: 10.3389/fpsyg.2023.1196529]
Patrocinador
Datos, Educación y Sociedad” (PAIDI SEJ-622)Résumé
Data from international studies reveal that the mathematics literacy of Spanish
students is significantly lower than that of students from nearby countries.
Therefore, in recent years, interest in identifying the factors that influence
students’ mathematics results in Spain has grown considerably. Often, these
factors are sought among the socioeconomic characteristics of the students or
among variables related to the schools, ignoring the psychological and emotional
factors of the students. This paper analyzes the impact of certain psychoemotional
characteristics of Spanish students on their literacy in mathematics. For this
purpose, multilevel regression models are applied to the data of the Spanish sample
of the 2018 edition of PISA (Programme for International Student Assessment),
which is composed of 35,943 15-year-old students. The instruments for data
collection are the mathematics literacy tests and the contextual questionnaires on
students’ personal situation and well-being used by PISA. As dependent variable,
students’ mathematics literacy has been considered, measured through the
plausible values provided by PISA, and as independent variables, different indices
measuring students’ psychoemotional well-being obtained from the contextual
information collected by PISA. Results indicate that resilience, motivation for the
achievement of learning objectives, competitiveness, perceived cooperation at
school, and social connectedness with parents have a positive impact on students’
mathematics literacy, while experiences related to bullying, physical self-concept,
meaning in life and perceived competitiveness at school have a negative impact.