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Yang Yang (2003). « Dimensions of Socio-economic Status and their Relationship to Mathematics and Science Achievement at Individual and Collective Levels ». Scandinavian Journal of Educational Research, vol. 47, n° 1, p. 21–41. ISSN 0031-3831. En ligne : <>. 
Added by: Marie Gaussel (23 Jun 2010 14:17:21 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/00313830308609
ID no. (ISBN etc.): 0031-3831
BibTeX citation key: Yang2003a
Categories: General
Keywords: éducation prioritaire, environnement socioculturel, mathématiques, TIMSS
Creators: Yang
Collection: Scandinavian Journal of Educational Research
Views: 1759/2500
Views index: 20%
Popularity index: 5%
URLs     http://www.informa ... 080/00313830308609
Applying two-level structural equation modelling techniques, the current study examined the dimensionality of socio-economic status (SES) and its relationship with mathematics and science performance at student and school levels. Data were drawn from population 2 (13-year-olds) of 17 countries in the Third International Mathematics and Science study (TIMSS). A set of items about the ownership of household materials was used to measure the dimensions of SES. For most of the countries, a general economic dimension and a cultural dimension were identified at the student level. The cultural dimension had the greatest impact on students' mathematics and science achievement. At the school level, however, only a general economic dimension was found in most countries. This dimension was interpreted to represent community wealth. It was found to be highly related to school mean maths-science achievement, except for the countries where an additional cultural dimension is identified. This cultural dimension can be interpreted as the community cultural resources and atmosphere, and is strongly related to average school mathematics and science achievement. The current study confirmed that the ownership of a set of household materials can be used as SES indicators in exploring its multifaceted feature at both individual and school levels. A similar model structure is found in different countries by applying these indicators, despite the fact that the content of the set of household possessions is different. The findings show that the latent structure of SES at individual level is different from that at the school level, and that SES dimensions have different effects on mathematics and science achievement at individual and school levels.
Added by: Marie Gaussel  
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