Academic Journal
Performance decline in a low-stakes test at age 15 and educational attainment at age 25: Cross-country longitudinal evidence
| العنوان: | Performance decline in a low-stakes test at age 15 and educational attainment at age 25: Cross-country longitudinal evidence |
|---|---|
| المؤلفون: | Borgonovi, F, Ferrara, A, Piacentini, M |
| المصدر: | Journal of Adolescence , 92 pp. 114-125. (2021) |
| سنة النشر: | 2021 |
| المجموعة: | University College London: UCL Discovery |
| مصطلحات موضوعية: | Behavioural indicators of effort, Educational attainment, Longitudinal, Motivation in low-stakes tests, PISA, Socio-emotional and motivational skills |
| الوصف: | INTRODUCTION: Educational attainment is associated with important life outcomes including labour market performance, health status, well-being, civic and political participation. An important question is whether it is possible to identify early those students who lack the achievement motivation that is needed to complete a higher education degree. METHODS: Longitudinal follow-ups of representative samples of participants in the 2000 and 2003 Programme for International Student Assessment (PISA) from Australia, Denmark and Switzerland (N = 3110; 1130; and 1962; age = 15 to 27; % females 51%, 51%, 49%; ethnicity/race unknown) were used to identify the association between a measure of effort on a cognitively demanding low-stake task at age 15 - performance decline during the test - and educational attainment at age 25-27. RESULTS: A one SD difference in performance decline was associated with a 5-6 percentage point difference in the probability of obtaining tertiary-level qualifications (r = -0.15 in Australia; -0.11 in Denmark and -0.11 in Switzerland). We find no evidence of differences in this relationship across genders, socio-economic status and baseline levels of ability in the three countries. The association between performance decline and educational attainment is homogeneous across these groups. Self-reported measures of achievement motivation were not predictive of educational attainment in the three countries. CONCLUSIONS: Our work contributes new longitudinal evidence to the body of research in education employing behavioural measures of motivation and engagement. It can be used to understand the potential long-term consequences of disparities in students' preparation to sustain effort over cognitively demanding tasks. |
| نوع الوثيقة: | article in journal/newspaper |
| وصف الملف: | text |
| اللغة: | English |
| Relation: | https://discovery.ucl.ac.uk/id/eprint/10136598/1/Borgonovi_RPS.pdf; https://discovery.ucl.ac.uk/id/eprint/10136598/ |
| الاتاحة: | https://discovery.ucl.ac.uk/id/eprint/10136598/1/Borgonovi_RPS.pdf https://discovery.ucl.ac.uk/id/eprint/10136598/ |
| Rights: | open |
| رقم الانضمام: | edsbas.2E98B092 |
| قاعدة البيانات: | BASE |
| الوصف غير متاح. |