| Oliver, Mary C., Adkins, Michael J. |
2020 |
"Hot-headed" students? |
| Zullo, Matteo |
2022 |
(No) Trade-off between numeracy and verbal reasoning development |
| Hoffmann, Nathan I. |
2022 |
A 'win-win exercise'? |
| Geiger, Vince, Anderson, Judy, Hurrell, Derek |
2017 |
A case study of effective practice in mathematics teaching and learning informed by Valsiner's zone theory |
| You, Hye Sun, Park, Sunyoung, Delgado, Cesar |
2021 |
A closer look at US schools: What characteristics are associated with scientific literacy? |
| Merry, Joseph J, Condron, Dennis J, Torres, Nick |
2020 |
A comparative analysis of early childhood socioeconomic conditions and educational achievement 15 years later |
| Avşar, Asiye Şengül, Emons, Wilco H.M. |
2021 |
A cross-cultural comparison of non-cognitive outputs towards science between Turkish and Dutch students taking into account detected person misfit |
| Kameshwara, Kalyan Kumar, Sandoval-Hernández, Andrés, Shields, Robin, Dhanda, Kanika Rai |
2020 |
A false promise? |
| Mølstad, Christina E., Petterssonm, Daniel, Forsberg, Eva |
2017 |
A game of thrones |
| Dohn, Niels B. |
2022 |
A gender perspective on the structure of adolescents' interest in science |
| Marquez, Jose, Long, Emily |
2021 |
A global decline in adolescents' subjective well-being |
| Lohmann, Julian F., Zitzmann, Steffen, Voelkle, Manuel C., Hecht, Martin |
2022 |
A primer on continuous-time modeling in educational research |
| Hanushek, Eric, Woessmann, Ludger |
2020 |
A quantitative look at the economic impact of the European Union's educational goals |
| Lu, Jing, Wang, Chun |
2020 |
A response time process model for not-reached and omitted Items |
| Grajcevci, Albulene , Shala, Arif |
2021 |
A review of Kosovo’s 2015 PISA results |
| Ye, Wangqiong, Strietholt, Rolf, Blömeke, Sigrid |
2021 |
Academic resilience |
| Collie, Rebecca J., Granziera, Helena, Martin, Andrew J., Burns, Emma C., Holliman, Andrew J. |
2020 |
Adaptability among science teachers in schools |
| Sulis, Isabella, Giambona, Francesca, Porcu, Mariano |
2020 |
Adjusted indicators of quality and equity for monitoring the education systems over time |
| Yavuz, Emine, Atar, Hakan Yavuz |
2020 |
An examination of Turkish students' PISA 2015 collaborative problem-solving competencies |
| Wilson, Alison S.P., Urick, Angela |
2022 |
An intersectional examination of the opportunity gap in science |
| Celik, Mustafa, Ozer Ozkan, Yesim |
2020 |
Analysis of differential item functioning of PISA 2015 mathematics subtest subject to gender and statistical regions |
| Gure, Ozlem Bezek, Kayri, Murat, Erdogan, Fevzi |
2020 |
Analysis of factors effecting PISA 2015 mathematics literacy via educational data mining |
| Davis, Edward Rock, Wilson, Rachel, Dalton, Bronwen |
2020 |
Another slice of PISA |
| Chen, Xueliang, Hu, Jie |
2020 |
Antecedents of adolescent students' ICT self-efficacy |
| Istenic, Andreja, Bratko, Ivan, Rosanda, Violeta |
2021 |
Are pre-service teachers disinclined to utilise embodied humanoid social robots in the classroom? |
| Radišić, Jelena, Selleri, Patrizia, Carugati, Felice , Baucal, Aleksandar |
2021 |
Are students in Italy really disinterested in science? |
| Manuel Cordero, Jose, Polo, Cristina, Simancas, Rosa |
2022 |
Assessing the efficiency of secondary schools |
| Erduran, Sibel, El Masri, Yasmine, Cullinane, Alison, Ng, YPD |
2020 |
Assessment of practical science in high stakes examinations |
| Dinca, Marius Sorin, Dinca, Gheorghita, Andronic, Maria Letitia, Pasztori, Anna Maria |
2021 |
Assessment of the European Union's educational efficiency |
| Teltemann, Janna, Jude, Nina |
2019 |
Assessments and accountability in secondary education |
| Lau, Kwok-Chi, Esther Ho, Sui-Chu |
2020 |
Attitudes towards science, teaching practices, and science performance in PISA 2015 |
| Zhang, Jiwei, Zhang, Zhaoyuan, Tao, Jian |
2021 |
Bayesian algorithm based on auxiliary variables for estimating item response theory models with non-ignorable missing response data |
| Ishizaka, Alessio, Resce, Giuliano |
2021 |
Best-worst PROMETHEE method for evaluating school performance in the OECD's PISA project |
| Coco, Giuseppe, Lagravinese, Raffaele, Resce, Giuliano |
2020 |
Beyond the weights |
| Doncel Abad, David , Cabrera-Alvarez, Pablo |
2020 |
Bilingual autonomous communities, identities and educational achievement according to PISA 2015 |
| Marquez, Jose, Main, Gill |
2021 |
Can schools and education policy make children happier? |
| Suna, Hayri Eren , Tanberican, Hande, Özer, Mahmut |
2020 |
Changes in literacy of students in Turkey by years and school types |
| Smith, Patriann, Lee, Jaehoon, Chang, Rong |
2022 |
Characterizing competing tensions in Black immigrant literacies |
| Stoet, Gijsbert, Geary, David C. |
2020 |
Check updates Sex-specific academic ability and attitude patterns in students across developed countries |
| Shan, Na, Wang, Xiaofei |
2020 |
Cognitive diagnosis modeling incorporating item-level missing data mechanism |
| Hsu, Chia-Ling, Jin, Kuan-Yu, Chiu, Ming Ming |
2020 |
Cognitive diagnostic models for random guessing behaviors |
| Scoular, Claire, Eleftheriadou, Sofia, Ramalingam, Dara, Cloney, Dan |
2020 |
Comparative analysis of student performance in collaborative problem solving |
| Aparicio, Juan, Ortiz, Lidia, Santín, Daniel |
2021 |
Comparing group performance over time through the Luenberger productivity indicator: |
| Noh, Hohsuk, Yang, Seong J. |
2020 |
Comparing groups of decision-making units in efficiency based on semiparametric regression |
| Gromada, Anna, Rees, Gwyther, Chzhen, Yekaterina |
2021 |
Comparing inequality in adolescents' reading achievement across 37 countries and over time |
| Bozak Ali, Aybek Eren Can |
2020 |
Comparison of artificial neural networks and logistic regression analysis in PISA science literacy success prediction |
| Guggemos, Josef, Seufert, Sabine, Román-González, Marcos |
2022 |
Computational thinking assessment – towards more vivid interpretations |
| Hansen, Kajsa Yang, Radišić, Jelena, Ding, Yi, Liu, Xin |
2022 |
Contextual effects on students' achievement and academic self-concept in the Nordic and Chinese educational systems |
| He, Jia, Van de Vijver, Fons J. R., Kulikova, Alena |
2017 |
Country-level correlates of educational achievement |
| Kim, Kyung Hee |
2021 |
Creativity crisis update |
| He, Jia, Barrera-Pedemonte, Fabián, Buchholz, Janine |
2018 |
Cross-cultural comparability of noncognitive constructs in TIMSS and PISA |
| He, Jia, Barrera-Pedemonte, Fabián, Buchholz, Janine |
2019 |
Cross-cultural comparability of noncognitive constructs in TIMSS and PISA |
| Alatlı, Betül |
2020 |
Cross-cultural measurement invariance of the items in the science literacy test in the Programme for International Student Assessment (PISA-2015) |
| Wu, Yuting, Zhao, Baobao, Wei, Bingying, Li, Yanfang |
2022 |
Cultural or economic factors? |
| Dockery, Alfred Michael, Koshy, Paul, Li , Ian W. |
2020 |
Culture, migration and educational performance |
| Abulela, Mohammed A. A., Harwell, Michael M. |
2020 |
Data analysis |
| Putri, Ratu Ilma Indra, Zulkardi, Zulkardi |
2020 |
Designing PISA-like mathematics task using Asian games context |
| Högberg, Björn, Petersen, Solveig, Strandh, Mattias, Johansson, Klara |
2021 |
Determinants of declining school belonging 2000–2018 |
| Depren, Serpil Kilic |
2020 |
Determination of the factors affecting students' science achievement level in Turkey and Singapore |
| Hasibuan, Siti Aisyah, Fauzi, KMS. M. Amin, Mukhtar |
2020 |
Development of PISA mathematical problem model on the content of change and relationship to measure students mathematical problem-solving ability |
| Tan, Cheng Yong, Liu, Peng, Wong, Wai Lun Vincent |
2020 |
Different patterns of relationships between principal leadership and 15-year-old students' science learning |
| He, Jia, Fischer, Jessica |
2020 |
Differential associations of school practices with achievement and sense of belonging of immigrant and non-immigrant students |
| Murillo, F. Javier, Belavi, Guillermina |
2020 |
Differential impact of school segregation in the performance of native and non-native students in Spain |
| Tan, Cheng Yong |
2022 |
Direct and indirect influences of familial socioeconomic status on students' science achievement |
| Chen, Jiangping, Zhang, Yang, Wei, Yueer, Hu, Jie |
2021 |
Discrimination of the contextual features of top performers in scientific literacy using a machine learning approach |
| Lauri, Triin, Poder, Kaire, Kunitson, Nikolai |
2022 |
Discrimination or explained differences? |
| Liu, Yan |
2021 |
Distributed leadership practices and student science performance through the four-path model |
| Strietholt, Rolf, Hogrebe, Nina, Zachrisson, Henrik Daae |
2020 |
Do increases in national-level preschool enrollment increase student achievement |
| Gomez, Ricardo L., Suarez, Ana Maria |
2020 |
Do inquiry-based teaching and school climate influence science achievement and critical thinking |
| Aditomo, Anindito, Kohler, Carmen |
2020 |
Do student ratings provide reliable and valid information about teaching quality at the school level? |
| Sbroglio Rizzotto, Júlia, Aniceto Franca, Marco Túlio |
2021 |
Does bullying affect the school performance of Brazilian students? |
| Srijamdee, Kitisak, Pholphirul, Piriya |
2020 |
Does ICT familiarity always help promote educational outcomes? |
| Pholphirul, Piriya, Srijamdee, Kitisak |
2020 |
Does ICT familiarity always help promote educational outcomes? |
| Ainley, John, Cloney, Dan, Thompson, Jessica |
2020 |
Does student grade contribute to the declining trend in Programme for International Student Assessment reading and mathematics in Australia? |
| Štastný, Vít, Greger, David, Soukup, Petr |
2021 |
Does the quality of school instruction relate to the use of additional tutoring in science? |
| Strello, Andrés, Strietholt, Rolf, Steinmann, Isa, Siepmann, Charlotte |
2020 |
Early tracking and different types of inequalities in achievement |
| Martínez-Abad, Fernando, Gamazo, Adriana, Rodriguez-Conde, Maria-Jose |
2020 |
Educational Data Mining |
| Teng, Yuan, Tsang, Kwok Kuen |
2021 |
Educational decentralisation and students' academic achievement: a cross-cultural analysis |
| Martínez-Gautier, Daniel, Garrido-Yserte, Rubén, Gallo-Rivera, María-Teresa |
2021 |
Educational performance and ICTs |
| Jack, Brady Michael, She, Hsiao-Ching, Lin, Huann-Shyang |
2016 |
Effects of self-evaluated value and cognition on leisure science engagement |
| Aparicio, Juan, Cordero, José Manuel, Ortiz, Lidia |
2021 |
Efficiency analysis with educational data |
| Gravel, Nicolas, Levavasseur, Edward, Moyes, Patrick |
2021 |
Evaluating education systems |
| Joo, Seang-Hwane, Khorramdel, Lale, Yamamoto, Kentaro, Shin, Hyo Jeong, Robin, Frederic |
2020 |
Evaluating item fit statistic thresholds in PISA |
| Liaw, Yuan-Ling, Wu, Yuanyue, Rutkowski, David, Rutkowski, Leslie |
2018 |
Evaluating PISA scales across Chinese economies |
| Gubbels, Joyce, Swart, Nicole M., Groen, Margriet A. |
2020 |
Everything in moderation |
| Tanudjaya, Citra Putriarum , Doorman, Michiel |
2020 |
Examining higher order thinking in Indonesian lower secondary mathematics classrooms |
| Wu, Huang, Shen, Jianping, Zhang, Ya, Zheng, Yunzheng |
2020 |
Examining the effect of principal leadership on student science achievement |
| Salchegger, Silvia, Wallner-Paschon, Christina, Bertsch, Christina |
2021 |
Explaining waldorf students' high motivation but moderate achievement in science |
| Cairns, Dean, Dickson, Martina |
2021 |
Exploring the relations of gender, science dispositions and science achievement on STEM career aspirations for adolescents In public schools In the UAE |
| Gómez-Fernández, Nerea, Mediavilla, Mauro |
2021 |
Exploring the relationship between Information and Communication Technologies (ICT) and academic performance |
| Candido, Helena Hinke Dobrochinski, Granskog, Anyara, Tung, Lai Cheuk |
2020 |
Fabricating education through PISA? |
| Tang, Pan, Liu, Hao, Wen, Hongbo |
2021 |
Factors predicting collaborative problem solving |
| Tang, Hanwei, Qiu, Chen, Meng, Lingqi, Li, Yujia, Zhang, Jiangkun |
2020 |
Factors predicting inquiry-based teaching in science across one belt one road countries and regions |
| Dimiski, Anastasia |
2021 |
Factors that affect students' performance in science |
| Aditomo, Anindito, Klieme, Eckhard |
2020 |
Forms of inquiry-based science instruction and their relations with learning outcomes |
| Li, Siqi, Liu, Xiufeng, Tripp, Jennifer, Yang, Yang |
2022 |
From ICT availability to student science achievement |
| Hagglund, Anna Erika, Leuze, Kathrin |
2021 |
Gender differences in STEM expectations across countries |
| Altinok, Nadir, Angrist, Noam, Patrinos, Harry Anthony |
2018 |
Global data set on education quality (1965–2015) |
| Jerrim, John, Lopez-Agudo, Luis Alejandro, Marcenaro-Gutierrez, Oscar D. |
2021 |
Grade retention and school entry age in Spain |
| Tang, Xing, Zhang, Danhui |
2020 |
How informal science learning experience influences students’ science performance |
| Govorova, Elena, Benitez, Isabel, Muñiz, José |
2020 |
How schools affect student well-being |
| Kunina-Habenicht, Olga, Goldhammer, Frank |
2020 |
ICT engagement |
| Hu, Jie, Chen, Xueliang |
2020 |
ICT-related behavioral factors mediate the relationship between adolescents' ICT interest and their ICT self-efficacy |
| Teig, Nani, Scherer, Ronny, Kjaernsli, Marit |
2020 |
Identifying patterns of students' performance on simulated inquiry tasks using PISA 2015 log‐file data |
| Rohatgi, Anubha, Scherer, Ronny |
2020 |
Identifying profiles of students’ school climate perceptions using PISA 2015 data |
| Pokropek, Artur, Sikora, Joanna |
2021 |
Immigrant optimism or immigrant pragmatism? |
| Vicente, Iván, Pastor, José M., Soler, Ángel |
2021 |
Improving educational resilience in the OECD countries |
| Vázquez-Cano, Esteban, Gomez-Galan, Jose, Infante-Moro, Alfonso, López-Meneses, Eloy |
2020 |
Incidence of a non-sustainability use of technology on students' reading performance in Pisa |
| Bilican-Demir, Safiye, Yildirim, Ozen |
2021 |
Indirect effect of economic, social, and cultural status on immigrant students' science performance through science dispositions |
| Rozgonjuk, Dmitri, Täht, Karin, Vassil, Kristjan |
2021 |
Internet use at and outside of school in relation to low- and high-stakes mathematics test scores across 3 years |
| Kang Jingoo |
2020 |
Interrelationship Between Inquiry-Based Learning and Instructional Quality in Predicting Science Literacy |
| Chai, Ching Sing, Lin, Pei-Yi, King, Ronnel B., Jong, Morris Siu Yung |
2021 |
Intrinsic motivation and sophisticated epistemic beliefs are promising pathways to science achievement |
| Alatli, Betul Karakoç |
2020 |
Investigation of factors associated with science literacy performance of students by hierarchical linear modeling |
| Gungor, Metehan, Kabasakal, Kubra Atalay |
2020 |
Investigation of measurement invariance of science motivation and self-efficacy model |
| Celik, Kazim, Yurdakul, Ahmet |
2020 |
Investigation of PISA 2015 reading ability achievement of Turkish students in terms of student and school level variables |
| Dzul-Garcia, Cozby, Atar, Burcu |
2020 |
Investigation of possible item bias on PISA 2015 science items across Chile, Costa Rica and Mexico (Estudio de los posibles sesgos entre los items de ciencias de la prueba PISA 2015 de Chile, Costa Rica y Mexico) |
| Isikoglu, Mehmet Ali, Atar, Burcu |
2020 |
Investigation of the effect of missing data handling methods on measurement invariance of multi-dimensional structures |
| Rappleye, Jeremy, Komatsu, Hikaru |
2020 |
Is bullying and suicide a problem for East Asia's schools? |
| Anders, Jake, Has, Silvan, Jerrim, John, Shure, Nikki, Zieger, Laura |
2021 |
Is Canada really an education superpower? |
| Sorby, Sheryl A., Panther, Grace C. |
2020 |
Is the key to better PISA math scores improving spatial skills? |
| Anghel, Brindusa, Rodriguez-Planas, Nuria, Sanz-de-Galdeano, Anna |
2020 |
Is the math gender gap associated with gender equality? |
| Fernandez-Gutierrez, Marcos, Gimenez, Gregorio, Calero, Jorge |
2020 |
Is the use of ICT in education leading to higher student outcomes? |
| Lopez-Agudo, Luis Alejandro, Gonzalez-Betancor, Sara M., Marcenaro-Gutierrez, Oscar D. |
2021 |
Language at home and academic performance |
| Uyar, Seyma |
2020 |
Latent class approach to detect differential item functioning |
| Hopfenbeck, Therese N., Lenkeit, Jenny, El Masri, Yasmine, Cantrell, Kate, Ryan, Jeanne, Baird, Jo-Anne |
2018 |
Lessons learned from PISA |
| Martinez-Garrido, Cynthia, Siddiqui, Nadia, Gorard, Stephen |
2020 |
Longitudinal study of socioeconomic segregation between schools in the UK |
| Rivas, Axel, Scasso, Martín Guillermo |
2021 |
Low stakes, high risks |
| Mihalcova, Bohuslava, Gallo, Peter, Lukac, Jozef |
2020 |
Management of innovations in finance education |
| Herborn, Katharina, Mustafic, Maida, Greiff, Samuel |
2017 |
Mapping an experiment-based assessment of collaborative behavior onto collaborative problem solving in PISA 2015 |
| Sirganci, Gozde, Uyumaz, Gizem, Yandi, Alperen |
2020 |
Measurement invariance testing with alignment method |
| Liu, Yuan, Hau, Kit-Tai |
2020 |
Measuring motivation to take low-stakes large-scale test |
| Rutkowski, David, Rutkowski, Leslie, Liaw, Yuan-Ling |
2018 |
Measuring widening proficiency differences in international assessments |
| Davis, Edward Rock, Wilson, Rachel, Evans, John Robert |
2021 |
Media neglect of indigenous student performance in the Programme for International Student Assessment (PISA) 2001-2015 |
| Wang, Hsin-Hui, Lin, Huann-Shyang, Chen, Ya-Chun, Pan, Yi-Ting, Hong, Zuway-R. |
2021 |
Modelling relationships among students’ inquiry-related learning activities, enjoyment of learning, and their intended choice of a future STEM career |
| Immekus, Jason C. |
2021 |
Multigroup CFA and alignment approaches for testing measurement invariance and factor score estimation |
| Unsworth, Len, Cope, Jen, Nicholls, Liz |
2019 |
Multimodal literacy and large-scale literacy tests |
| Yamamoto, Kentaro, Shin, Hyo J., Khorramdel, Lale |
2018 |
Multistage adaptive testing design in international large‐scale assessments |
| Moreno-Salto, Israel, Robertson, Susan L. |
2021 |
On the 'life of numbers' in governing Mexico's education system |
| Grund, Simon, Luedtke, Oliver, Robitzsch, Alexander |
2021 |
On the treatment of missing data in background questionnaires in educational large-scale assessments |
| Zhang, Xingyu, Wan, Qian, Lyu, Siyu, Li, Ouwen, Liu, Yuan |
2021 |
Overlearning is as ineffective as underlearning? |
| Rindermann, Heiner , Ceci, Stephen J. |
2018 |
Parents’ education is more important than their wealth in shaping their children’s intelligence |
| Forbes, Cory T., Neumann, Knut, Schiepe-Tiska, Anja |
2020 |
Patterns of inquiry-based science instruction and student science achievement in PISA 2015 |
| Engel, Laura C., Rutkowski, David |
2020 |
Pay to play |
| Gómez-Fernández, Nerea, Albert, Juan-Francisco |
2020 |
Physical activity in and out-of-school and academic performance in Spain |
| Wei-Zhao, Shi, Xiqin, He, Yan, Wang, Zeng-Guang, Fan, Liangdong, Guo |
2016 |
PISA and TIMSS science score, which clock is more accurate to indicate national science and technology competitiveness? |
| Tahirsylaj, Armend |
2021 |
Placing Kosovo in the didaktik-curriculum continuum |
| Cardoso, Manuel Enrique |
2020 |
Policy evidence by design |
| Salas-Velasco, Manuel, Moreno-Herrero, Dolores, Sanchez-Campillo, Jose |
2021 |
Positive geographical spillovers of human capital on student learning outcomes |
| Li, Jialing, Zhang, Minqiang, Li, Yixing, Huang, Feifei, Shao, Wei |
2021 |
Predicting students' attitudes toward collaboration |
| Wu, Huang, Gao, Xingyuan, Shen, Jianping |
2020 |
Principal leadership effects on student achievement |
| Lee, Giseung |
2020 |
Prospects of compulsory English education in South Korea |
| Robitzsch, Alexander, Luedtke, Oliver, Goldhammer, Frank, Kroehne, Ulf, Koeller, Olaf |
2020 |
Reanalysis of the German PISA data |
| Clavel, Jose G, Crespo, Francisco Javier García, San Miguel, Luis Sanz |
2021 |
Rising above their circumstances |
| Kalkan, Ömür Kaya, Altun, Ayşegül, Atar, Burcu |
2020 |
Role of teacher-related factors and educational resources in science literacy |
| Mang, Julia, Küchenhoff, Helmut, Meinck, Sabine, Prenzel, Manfred |
2021 |
Sampling weights in multilevel modelling |
| Luschei, Thomas F., Jeong, Dong Wook |
2021 |
School governance and student achievement |
| López Rupérez, Francisco, García García, Isabel , Expósito-Casas, Eva |
2020 |
School leadership in Spain |
| Alinsunurin, Jason |
2020 |
School learning climate in the lens of parental involvement and school leadership |
| Gill, C. M. Hugues D., Berezina, Elizaveta |
2021 |
School performance in three South East Asian countries |
| Sempé, Lucas |
2021 |
School-level inequality measurement based categorical data |
| Lam, Si Man, Zhou, Yisu |
2022 |
SES-achievement gaps in East Asia |
| Eryilmaz, Nurullah, Rivera-Gutierrez, Mauricio, Sandoval-Hernández, Andrés |
2020 |
Should different countries participating in PISA interpret socioeconomic background in the same way? |
| Vázquez-Cano, Esteban, Calle-Cabrera, Ana María De la, Hervás-Gómez, Carlos, López-Meneses, Eloy |
2020 |
Socio-family context and its influence on students’ PISA reading performance scores |
| Muelle, Luis |
2020 |
Socioeconomic and contextual factors associated with low academic performance of Peruvian students in PISA 2015 |
| Teltemann, Janna, Schunck, Reinhard |
2020 |
Standardized testing, use of assessment data, and low reading performance of immigrant and non-immigrant students in OECD countries |
| Bolden, David, Tymms, Peter |
2020 |
Standards in education |
| List, Marit Kristine, Schmidt, Fabian T. C., Mundt, Dania, Foeste-Eggers, Dennis |
2020 |
Still green at fifteen? |
| Jiang, Yushan, Lee, Chi-Kin John, Wan, Zhi Hong, Chen, Junjun |
2021 |
Stricter teacher, more, motivated students? |
| Khine, Myint Swe, Fraser, Barry J, Afari, Ernest |
2020 |
Structural relationships between learning environments and students' non-cognitive outcomes |
| Gomes, Matheus, Hirata, Guilherme, Araujo e Oliveira, Joao Batista |
2020 |
Student composition in the PISA assessments |
| Jeffries, David, Curtis, David D., Conner, Lindsey N. |
2020 |
Student factors influencing STEM subject choice in year 12 |
| Pool, Elodie, Monseur, Christian |
2021 |
Student test-taking effort in low-stakes assessments |
| Liou, Pey-Yan |
2021 |
Students' attitudes toward science and science achievement |
| Sit, Pou-seong, Cheung, Kwok-cheung, Ieong, Man-kai, Mak, Soi-kei |
2021 |
Students' frequent exposure to bullying |
| Han, Seong Won, Borgonovi, Francesca |
2020 |
Students' teaching career expectations by gender and ability levels in science and math |
| D’Agostino, Antonella, Spagnolo, Francesco Schirripa , Salvati, Nicola |
2021 |
Studying the relationship between anxiety and school achievement |
| Burns, Emma C., Martin, Andrew J., Collie, Rebecca J. |
2020 |
Supporting and thwarting interpersonal dynamics and student achievement |
| Spruyt, Bram, Van Droogenbroeck, Filip, Van den Borre, Laura, Emery, Laura, Keppens, Gil, Siongers, Jessy |
2021 |
Teachers' perceived societal appreciation |
| Rahmouni, Mohieddine, Aleid, Mohammed Abdulaziz |
2020 |
Teachers' practices and children's motivation towards science learning in MENA countries |
| Allen, Kelly-Ann, Fortune, Kate C., Arslan, Gökmen |
2021 |
Testing the social-ecological factors of school belonging in native-born, first-generation, and second-generation Australian students |
| Wise, Steven L., Soland, James, Bo, Yuanchao |
2020 |
The (non)impact of differential test taker engagement on aggregated scores |
| Stadler, Matthias, Herborn, Katharina, Mustafic, Maida, Greiff, Samuel |
2020 |
The assessment of collaborative problem solving in PISA 2015 |
| König, Christoph, Khorramdel, Lale, Yamamoto, Kentaro, Frey, Andreas |
2021 |
The benefits of fixed item parameter calibration for parameter accuracy in small sample situations in large-scale assessments |
| Bray, Mark, Kobakhidze, Magda Nutsa, Suter, Larry E. |
2020 |
The challenges of measuring outside-school-time educational activities |
| Bulut, Hatice Cigdem |
2021 |
The continuity of students' disengaged responding in low-stakes assessments |
| Arpaci, Sümeyye, Mercan, Fatih Çağlayan, Arikan, Serkan |
2021 |
The differential relationships between PISA 2015 science performance and, ICT availability, ICT use and attitudes toward ICT across regions |
| Tumen, Semih |
2021 |
The effect of refugees on native adolescents' test scores |
| Yetisir, Mehmet İkbal , Bati, Kaan |
2021 |
The effect of school and student-related factors on PISA 2015 science performances in Turkey |
| Zhang, Yanan |
2021 |
The effect of science social capital on student science performance |
| Steinmann, Isa, Strello, Andrés, Strietholt, Rolf |
2023 |
The effects of early between-school tracking on gender segregation and gender gaps in achievement |
| Hu, Jie, Yu, Rushi |
2021 |
The effects of ICT-based social media on adolescents' digital reading performance |
| Oliver, Mary , McConney, Andrew, Woods-McConney, Amanda |
2021 |
The efficacy of inquiry-based instruction in science |
| Valdés, Manuel T. |
2021 |
The evolution of educational expectations in Spain (2003-2018) |
| Chmielewski, Anna K. |
2019 |
The global increase in the socioeconomic achievement gap, 1964 to 2015 |
| Enes, Isikgoz M., Sahin, H. Murat, Sahin, Figen |
2020 |
The indicator of Turkey's appearance |
| Tat, Osman, Koyuncu, İlhan, Gelbal, Selahattin |
2019 |
The influence of using plausible values and survey weights on multiple regression and hierarchical linear model parameters |
| Avvisati, Francesco |
2020 |
The measure of socio-economic status in PISA |
| Campbell, Janine Anne |
2021 |
The moderating effect of gender equality and other actors on PISA and education policy |
| Han, Yoonsun, Kang, Hae Rin, Choe, Ji Won, Kim, Hyein |
2021 |
The moderating role of parental support in the relationship between latent profiles of bullying victimization and sense of school belonging |
| Meier, Markus D., Diefenbach, Heike |
2020 |
The OECD between political and scientific agendas |