Boman Björn
Department of Education, Stockholm University, Stockholm, Sweden.
Front Psychol. 2023 Feb 17;14:1045568. doi: 10.3389/fpsyg.2023.1045568. eCollection 2023.
Earlier research has suggested that that the international large-scale assessment, PISA (Programme for International Student Assessment), may be looked upon as a form of school test that is mostly explained by participating students' socioeconomic status, non-cognitive factors, and various school factors, whereas another strand of research focuses on the similarities between PISA and cognitive ability assessments such as IQ tests. The latter position does also highlight the strong relationships between PISA scores and IQ test scores, typically aggregated to the country level. The current article adds to this scholarly debate by examining the latest PISA survey from 2018.
Correlation, regression, moderator, and mediation analyses were run for aggregated country-level data (N = 77) from PISA 2018.
The results indicate that PISA scores indeed are strongly associated with both cognitive ability test scores and socioeconomic status indicators such as average annual national income.
A more nuanced position suggests that PISA should be labelled a test that measures cognitive school skills rather than a proxy of national IQ, as the link between country-level abilities and school age abilities is neither causal, nor theoretically and empirically palpable, yet partly robust.
早期研究表明，国际大规模评估项目——国际学生评估项目（PISA），可能被视为一种学校测试形式，其结果在很大程度上可由参与学生的社会经济地位、非认知因素以及各种学校因素来解释，而另一系列研究则聚焦于PISA与认知能力评估（如智商测试）之间的相似性。后一种观点也强调了PISA分数与智商测试分数之间的紧密关系，通常是在国家层面进行汇总。本文通过审视2018年的最新PISA调查，为这一学术争论增添了新内容。
对来自2018年PISA的国家层面汇总数据（N = 77）进行了相关性、回归、调节和中介分析。
结果表明，PISA分数确实与认知能力测试分数以及社会经济地位指标（如国民平均年收入）密切相关。
一种更为细致入微的观点认为，PISA应被视为一种衡量学校认知技能的测试，而非国家智商的代表，因为国家层面能力与学龄儿童能力之间的联系既非因果关系，在理论和实证上也不明显，只是部分具有稳健性。
