The Role of Noncognitive Factors in Science Achievement: An Analysis of PISA 2018 Data

• In Event: International Relations Committee Paper Session 1: International Perspectives on PISA

Abstract

This paper investigates the relationship between non-cognitive factors to science achievement based on PISA 2018. Using data from PISA 2018 from 15-year olds (80 countries, more than 600,000 students) we analyse the influence of two non-cognitive factors: self-efficacy and sense of belonging on science outcomes. We found that overall, sense of belonging and general self-efficacy were statistically significant positive predictors of science achievement, as well as of mathematics and reading. Socio-economic status was found to be the strongest predictor, whereas the control variable of ‘positive feelings’ was a negative predictor. We conclude that although the variance across countries is substantial, non-cognitive factors cannot be ignored in science achievement, and should be a key consideration for science teaching and learning.

Authors

• Christian Bokhove, University of Southampton
  Presenting Author

• Jennifer Byrne
  Non-Presenting Author

• Andri Christodoulou, University of Southampton
  Non-Presenting Author