ABSTRACT

The Programme for International Student Assessment, carried out every three years by the Organization for Economic Co-operation and Development across a large number of countries and economies, have shown that socioeconomically disadvantaged students are almost three times more likely than advantaged students not to attain the baseline level of proficiency in science. Some of those disadvantage students beat the odds and perform better than expected according to their low socioeconomic background. They are called resilient students. Using data from 2015’s science-focused assessment and a logistic multilevel model analysis, this study examined the relationships between academic resilience and other non-cognitive skills measured by the assessment across seven East Asian countries and regions. Although there are significant disparities between the countries and regions, the results indicate that enjoyment and interest in science are positively related to science resilience. By contrast, when the student has an instrumental motivation for learning science (he or she is interested in science because it is useful for his or her career plans), the relationship is negative. This provides useful guidance for policymakers, educators, parents, and students on how to foster better Science results for students, and especially for disadvantaged students.

摘要

经济合作与发展组织每三年在许多国家和经济体开展的国际学生评估计划表明，社会经济上处于不利地位的学生达不到社会经济条件的学生的可能性几乎是优势学生的三倍科学熟练程度的基线水平。根据他们较低的社会经济背景，一些处境不利的学生克服了困难，表现好于预期。他们被称为有弹性的学生。本研究使用 2015 年以科学为重点的评估数据和逻辑多层次模型分析，研究了七个东亚国家和地区的学术弹性与评估衡量的其他非认知技能之间的关系。尽管国家和地区之间存在显着差异，但结果表明，对科学的享受和兴趣与科学复原力呈正相关。相比之下，当学生有学习科学的工具性动机时（他或她对科学感兴趣，因为它对他或她的职业规划有用），这种关系是负面的。这为决策者、教育工作者、家长和学生提供了有用的指导，帮助他们了解如何为学生，尤其是弱势学生培养更好的科学成果。这种关系是消极的。这为决策者、教育工作者、家长和学生提供了有用的指导，帮助他们了解如何为学生，尤其是弱势学生培养更好的科学成果。这种关系是消极的。这为决策者、教育工作者、家长和学生提供了有用的指导，帮助他们了解如何为学生，尤其是弱势学生培养更好的科学成果。