CIE-ISPA - Artigos em revistas internacionais
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Browsing CIE-ISPA - Artigos em revistas internacionais by Sustainable Development Goals (SDG) "04:Educação de Qualidade"
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- Beyond achievement gaps: inequalities in affective components of math learningPublication . Mafalda Campos; Eryilmaz, Nurullah; Strietholt, RolfComparative educational research has studied inequality in educational outcomes through large-scale assessments like PISA and TIMSS, by identifying achievement gaps within social groups (e.g., gender, parental education, and immigrant gaps) to inform investment in intervention programs and educational policies. However, the focus of these studies has mainly been on achievement, neglecting social and affective adaptation factors (e.g., confidence, enjoyment, and value). This paper argues for the inclusion of affective components in studying educational inequalities and analyzes affective gaps using TIMSS 2019 data. We investigate gender, parental education, and immigration status gaps regarding confidence, enjoyment, and attributed value for math learning. For context, achievement gaps are also analyzed and accounted for with the goal of confirming previous research and to assess its role in affective gaps. Regression analysis across 39 countries in TIMSS 2019 (23 in the case of immigration status) were conducted. Complex sample designs were accounted for using the IDB Data Analyzer, sampling weights, and the Jackknife Replication procedure to compute standard errors, with pooled effect sizes calculated using a random effects model. Among the key findings, we observe that in the case of gender, a clear general gap benefitting boys was observed in most countries for math confidence, enjoyment, and value. As for parental education, the well-known results concerning achievement are reproduced for the assessed affective components of math learning, that is, students from highly educated parents have a clear tendency to be more confident towards math, and to enjoy and value math learning more. Finally, results are rather mixed in what concerns gaps according to immigration status, as trends vary throughout nations. These results mainly remained when controlling for achievement. At the country level, we found that achievement gaps correlate with confidence gaps but not with enjoyment or value gaps.Our findings highlight that affective gaps—differences in students' confidence, enjoyment, and value attributed to math—are distinct from achievement gaps and often follow unique patterns across gender, parental education, and immigration status. While achievement gaps may correlate with confidence gaps, they do not align with enjoyment and value gaps, underscoring that affective dimensions of learning cannot be fully understood through achievement data alone. This study sets out to contribute to a more holistic view on academic adaptation when it concerns equalities in the field.
- Relating differently: Assessing and comparing associations between social and affective adjustment factors in immigrant and non‐immigrant studentsPublication . Campos, Mafalda L.; Peixoto, FranciscoImmigrant students face additional challenges in educational settings. Current research lacks understanding of the associations between social aspects of students' school life, their impact on adjustment and how these differ based on immigrant status. We argue that merely noting about the existence of differences is insufficient, and there is a need to better comprehend the complexity of such inequalities.This study aimed at exploring associations among reported bullying, friend and teacher relationships, achievement motivation, well‐being and sense of school belonging, and comparing them among native and non‐native students.We used structural equation modelling to test a theoretically proposed model. Multi‐group analysis compared associations between native and non‐native students, with additional analyses exploring differences between first‐ and second‐generation students. Immigrant status is linked to higher reports of bullying and poorer friendship quality. First‐generation (1G) immigrants are particularly affected in their friendships compared to second‐generation (2G) peers. The association between socioeconomic status (SES) and bullying was negative and significant in the native sample, but positive and slightly significant for non‐natives. The positive relationship between SES and the quality of friendships was only significant for the 1G sample, but not for 2G students. Finally, the negative association between bullying and well‐being was only significant for 2G students, but not for 1G immigrants. These and other results are presented and discussed.Natives, 1G and 2G immigrant students show some differences in the way their social and affective school factors relate to one another. Implications, limitations and future directions are discussed.
- Time and routines organization in early childhood education andcare: Participation, opportunities, and constraintsPublication . Pereira, Mónica; Santos, Natalie Nóbrega; Brito, Ana Teresa; Mata, Lourdes; MataThis study aimed to identify those who are involved in time management inearly childhood education and care contexts and to understand the inten-tions underlying time and routine organization. Focus groups were carriedout with 20 educators from the public and private sectors. The contentanalysis of these interviews suggested that educators, children, and themanagement/coordinators of the educational centers participate differentlyin time organization decisions, seeking to respond to children’s needs.However, these time management decisions are often carried out accordingto adults’ agendas, with imposed schedules that create constraints in orga-nizing routines that respond to children’s interests, especially if there are nonegotiations among the agents responsible for time and routine organiza-tion. The results highlight the need to introduce greater intentionality andparticipation during time organization decision-making in the context ofearly education