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"Ho, Esther Sui-chu"
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Multilevel Analysis of the PISA Data
Multilevel analysis can help to get deeper insights into factors that may have impact on schooling outcomes assessed in PISA. In this book, multilevel analysis is applied by linking student performance to the structure and processes of both the family and the school, the two major social contexts that exert powerful influence on young people. Essential/important policy issues including parental involvement, school decentralization, and medium of instruction are examined, and the possible relationship between these policies and student’s achievement in light of the evidence collected in the first three cycles of the PISA study is explored. Besides, appreciating how researchers have used multilevel analysis in a variety of ways would be an effective path to learn it. The analysis in this book will add significantly to the storehouse of knowledge about the application of multilevel analysis in assessing the quality and equality of education in East Asian societies. The findings thereof would also serve as useful references for researchers, policymakers, school administrators, and teachers.
eBook
Hukou-based Discrimination and Migrant Adolescents’ Adaptation: Migrant Pattern Differences among the Buffering Role of School Engagement
While the detrimental consequences of racial/ethnic discrimination for adolescent adaptation are well established, little is known about the long-term impact of hukou-based discrimination from the hukou (household registration) system and the potential protective benefits of adolescents’ internal capabilities; furthermore, there have been even fewer studies examining potential migrant pattern differences in the association. The current study addressed these gaps by investigating the longitudinal associations between hukou-based discrimination and migrant adolescents’ adaptation outcomes (cognitive ability, depressive symptoms, and behavioral problems), as well as whether school engagement moderated these pathways, and whether this function varied by adolescents’ migrant patterns. The data were obtained from 1226 migrant adolescents (51.31% male; 51.47% urban migrants, 48.53% rural migrants) aged 12 to 16 years (Mage = 13.56, SD = 0.69 at Wave 1) from the China Education Panel Survey in two waves separated by twelve months. Multilevel modeling revealed that hukou-based discrimination from peers and teachers was negatively related to cognitive abilities, but positively related to depressive symptoms and behavioral problems. School engagement served not only as a facilitator of adaptation but also as a protective factor against hukou-based discrimination. The moderating effect of school engagement was more pronounced in urban migrants than in rural migrants. The current study’s findings highlight the role of hukou-based discrimination in adaptation disparities and shed light on the importance of internal capabilities in protecting migrant adolescents with different migration patterns from the detrimental impacts of discrimination on the adaptation process.
Journal Article
What does PISA Tell Us about the Paradoxes of Students’ Well-Being and their Academic Competencies in Mainland China?
Recent research has shown a growing interest in understanding the relationship between students’ well-being and their academic achievement. However, many studies have narrowly focused on the linear relationship and hedonic well-being, such as life satisfaction and positive affect, leading to ambiguous results regarding the association between well-being and academic performance. Concerns persist about potential trade-offs between well-being and academic success, particularly with Chinese students often perceived as sacrificing well-being for academic excellence. This study adopts a broader perspective, considering both hedonic (measured by life satisfaction and positive affect) and eudemonic well-being (measured by meaning in life) to investigate the well-being of students from mainland China. Additionally, it examines the linear and curvilinear relationship between these well-being indicators and two academic competencies: reading performance and reading self-concept. Utilizing data from 12,058 mainland Chinese students (47.9% girls) who participated in PISA 2018, the findings reveal that mainland Chinese students exhibit lower levels of life satisfaction but higher levels of positive affect and meaning in life compared to the OECD countries’ average. Results from multi-level modelling and the Johnson-Neyman technique suggest no simple and convincing trade-offs between students’ well-being and academic competencies. While the relationships between two hedonic well-being indicators and reading performance are inverted U-shaped, the relationship between eudemonic well-being and reading performance is U-shaped. Additionally, all three well-being indicators show predominantly positive associations with reading self-concept. These results underscore the importance of considering the multi-faceted nature of student well-being and challenge assumptions regarding trade-offs between well-being and academic competencies.
Journal Article
Educational decentralization in three Asian societies: Japan, Korea and Hong Kong
Purpose - This paper aims to identify and compare the nature of decentralization that has emerged in three important Asian societies after a decade of their involvement in the decentralization movement.Design methodology approach - Data from the first cycle of the program for international student assessment were analyzed to investigate educational decentralization in three Asian societies: Hong Kong, Japan, and Korea. Cluster analysis was used to reveal the nature and extent of decentralization of the schooling systems in the three societies.Findings - The results revealed four models of decentralization: highly centralized, school-driven, teacher-driven, and highly decentralized. Whilst the school-driven model was dominant in Hong Kong, indicating that the school itself is largely responsible for making school-related decisions, the centralized model was dominant in both Japan and Korea, indicating that authorities outside the school are largely responsible for making school-related decisions.Research limitations implications - The study is based on cross-sectional design and focuses mainly on secondary schooling systems in the three Asian societies.Originality value - OECD PISA constitutes one of the most comprehensive and rigorous international databases about different aspects of educational systems. It provides a unique opportunity to assess the distribution of decision-making responsibilities between the different stakeholders in different education systems. This enables for the first time a country-wide comparison on issues of decentralization of various decision areas in this paper.
Journal Article
Structure and Agency in Adolescents’ Expectations of Pursuing Post-secondary Education
Past studies have supported the view that parent background and family socioeconomic status determine the post-secondary educational expectations of adolescents. They build on Pierre Bourdieu’s social reproduction theory, but do not fully explain why some adolescents aspire to post-secondary education and some do not. The capability approach adopted by Amartya Sen, uses the concept of agency to address such individual differences and ‘capability to aspire’ may explain educational transitions. The data for this study is drawn from PISA 2012 and its longitudinal extension study of adolescents in Hong Kong. Results of logistic regression analyses suggest that the reproduction effects through school socioeconomic composition and habitus pertaining to parental expectation are major factors shaping adolescents’ expectations of pursuing a bachelor degree. However, agency factors, that is adolescents’ own capabilities, after taking into account their differing family socioeconomic backgrounds, can strengthen their aspirations to pursue a bachelor degree. This combined approach and its implications for theory and practice, as well as the limitations of the study, are discussed.
Journal Article
The Mediating Role of Different Types of Parental Support in the Social Disparity of Hope in Young Adulthood
Research has shown hope to be associated with a person’s well-being, but how it is affected by family factors is unclear. This study investigates whether family socio-economic status (SES) affects young adults’ hope, and to what extent and how different types of parental support mediate this social disparity. The data is collected from a sample of Hong Kong youth (N = 760; 54.6% girls) which participated in a 7-year longitudinal study during age 15–22. The results from multiple regression models indicate that family SES significantly predicts hope. However, cultural and academic communication and career encouragement from parents in early years, and current parental emotional support fully mediate the relationship between family SES and hope, with parental emotional support being the strongest mediator. Implications for hope theory, practices for nurturing hope and further research are discussed to suggest possible actions.
Journal Article
Reading Performance and Self-regulated Learning of Hong Kong Students: What We Learnt from PISA 2009
The outperformance of Chinese students in large-scale international assessments has increasingly attracted the attention of researchers. This study explored the relationship between an important student factor, self-regulated learning (SRL), and Hong Kong students’ reading performance on Programme of International Student Assessment (PISA). Using data from PISA 2009, this study found that Hong Kong students obtained an overall strong performance on the PISA 2009 reading assessment. They were relatively good at reflecting and evaluating and reading continuous texts. Compared with the OECD average, Hong Kong students showed better reading engagement and perceived a more positive classroom disciplinary climate in their reading lessons, but they used fewer control strategies, had poorer awareness of effective reading strategies, and perceived a lower degree of teacher stimulation and scaffolding. Reading enjoyment and control strategies were the most important SRL components facilitating Hong Kong students’ reading performance, after controlling for other background variables in multilevel analysis. Possible cultural and contextual factors affecting Hong Kong students’ SRL and reading performance, and their relationship are discussed to shed light for understanding the paradox of Chinese learners and improving the instructional practices in Chinese classes.
Journal Article
Effects of Parental Involvement on Eighth-Grade Achievement
The indicators of parental involvement in children's education vary considerably across studies, most of which treat parental involvement as a unidimensional construct. This study identified four dimensions of parental involvement and assessed the relationship of each dimension with parental background and academic achievement for a large representative sample of U.S. middle school students. The findings provide little support for the conjecture that parents with low socioeconomic status are less involved in their children's schooling than are parents with higher socioeconomic status. Furthermore, although schools varied somewhat in parental involvement associated with volunteering and attendance at meetings of parent-teacher organizations, they did not vary substantially in levels of involvement associated with home supervision, discussion of school-related activities, or parent-teacher communication. Yet the discussion of school-related activities at home had the strongest relationship with academic achievement. Parents' participation at school had a moderate effect on reading achievement, but a negligible effect on mathematics achievement.
Journal Article