Areepattamannil Shaljan
National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 637 616, Singapore.
J Adolesc. 2014 Jun;37(4):367-72. doi: 10.1016/j.adolescence.2014.02.007. Epub 2014 Mar 15.
A sample of 15-year-olds in India took part in the Program for International Student Assessment (PISA) for the first time in 2010. The PISA reading, mathematics, and science literacy scores of Indian adolescents were considerably lower than their counterparts in most PISA participating countries. In order to explore potential reasons for this, the present study, therefore, drawing on data from the fourth cycle of PISA and employing multilevel modeling, examined the relations of student- and school-level factors to reading, mathematics, and science literacy among 4826 15-year-old students from 213 schools in India. Gender, metacognitive learning strategies, students' positive attitudes toward school, and students' positive perceptions of classroom climate were found to be significantly associated with Indian adolescents' performance on the PISA assessment.
2010年，印度的一批15岁学生首次参加了国际学生评估项目（PISA）。印度青少年在PISA阅读、数学和科学素养方面的得分明显低于大多数参与PISA的国家的同龄人。为了探究其潜在原因，本研究利用PISA第四轮的数据并采用多层次建模方法，考察了印度213所学校的4826名15岁学生的学生层面和学校层面因素与阅读、数学和科学素养之间的关系。研究发现，性别、元认知学习策略、学生对学校的积极态度以及学生对课堂氛围的积极认知与印度青少年在PISA评估中的表现显著相关。
