School characteristics mediating the relationship between school socioeconomic status and mathematics achievement

Basit Öğe Kaydı
dc.authorid0000-0003-0535-4353en_US
dc.contributor.authorAlbayrakoğlu, Özlem
dc.contributor.authorYıldırım, Selda
dc.date.accessioned2023-11-16T11:01:41Z
dc.date.available2023-11-16T11:01:41Z
dc.date.issued2022en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractWhile numerous studies have reported the effect of school socioeconomic status (SES) on achievement, the factors that can cause this relationship are not well established. This study is, therefore, an attempt to understand school SES and students' mathematics achievement relationship by assuming that this relationship occurs through a correlation between school SES and school characteristics. Identifying these school characteristics is crucial to reduce the relation between SES and achievement for educational equity. Focusing on the 8th-grade mathematics data from Trends in International Mathematics and Science Study (TIMSS) 2015, this study aimed to identify school characteristics (quality of mathematics teaching at school, discipline at school, sense of school belonging, and school academic emphasis) that can mediate the relationship between school SES and students' mathematics achievement. The results of multilevel regression analyses showed that controlling school characteristics reduced the relationship between school SES and students' mathematics achievement in most of the educational systems. However, the results of multilevel multiple mediation analysis showed that the relationship between school SES and students' mathematics achievement were mediated through discipline at school, school academic emphasis, or sense of school belonging in some educational systems. In addition, the results indicated that the quality of mathematics teaching at school was not a mediator in this relationship. These results suggest the need for eliminating the effect of school SES on some school characteristics to improve equity in education.en_US
dc.identifier.citationALBAYRAKOĞLU, Ö., & Yildirim, S. (2022). School characteristics mediating the relationship between school socioeconomic status and mathematics achievement. International Journal of Assessment Tools in Education, 9(1), 98-117.en_US
dc.identifier.doi10.21449/ijate.799754
dc.identifier.endpage117en_US
dc.identifier.issn2148-7456
dc.identifier.issue1en_US
dc.identifier.startpage98en_US
dc.identifier.trdizinid1125660en_US
dc.identifier.urihttps://dergipark.org.tr/en/download/article-file/1308733
dc.identifier.urihttps://hdl.handle.net/20.500.12491/11845
dc.identifier.volume9en_US
dc.identifier.wosWOS:000763010900007en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.institutionauthorYıldırım, Selda
dc.language.isoenen_US
dc.publisherİzzet Karaen_US
dc.relation.ispartofInternational Journal of Assessment Tools in Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectEquityen_US
dc.subjectMultilevel Multiple Mediationen_US
dc.subjectQuality of Mathematics Teachingen_US
dc.subjectSchool Climateen_US
dc.subjectAcademic Optimismen_US
dc.subjectStudent-Achievementen_US
dc.titleSchool characteristics mediating the relationship between school socioeconomic status and mathematics achievementen_US
dc.typeArticleen_US

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim Yok
İsim:
ozlem-albayrakoglu.pdf
Boyut:
636.92 KB
Biçim:
Adobe Portable Document Format
Açıklama:
Tam Metin/Full Text
İndir
Lisans paketi
Listeleniyor 1 - 1 / 1
Küçük Resim Yok
İsim:
license.txt
Boyut:
1.44 KB
Biçim:
Item-specific license agreed upon to submission
Açıklama:
İndir

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Matematik ve Fen Bilimleri Eğitimi Koleksiyonu
TR-Dizin İndeksli Yayınlar Koleksiyonu