Scientific Reasoning, School Achievement and Gender

A Multilevel Study of between and within School Effects in Finland

Research output: Contribution to journalArticleScientificpeer-review

Abstract

Background Relationships between scientific reasoning, school achievement and gender were studied. Finnish data was of international relevance because Finland had been consistently on all PISA cycles one of the countries with a high educational equity: a high international level of skills and low between-school variances. Especially important was to analyze between school and within school
components in scientific reasoning. The aim was to use CVS estimation of formal operations as a part of scientific reasoning models as a predictor of academic achievement (GPA) in interactions at the individual, class and school levels. In addition to exploration of the magnitude of the gender effect on
school achievement and formal operations, we wanted to find out whether the possible gender effect would remain significant after controlling for the formal operations variable - which could mean more effective usage of mental capacity or an environmental influence different for girls than boys. Moreover,
the aim was to explore, whether the formal operational thinking equally strongly affected the achievements of boys and girls. Because there is age-variation at the grade-level, it was important to control for the age-effect on achievement and formal operations.
Original languageEnglish
JournalScandinavian Journal of Educational Research
Volume59
Issue number3
Pages (from-to)337-356
Number of pages20
ISSN0031-3831
DOIs
Publication statusPublished - 2015
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences

Cite this

@article{cdc8a4bc1204493fac982f6e9032ff8e,
title = "Scientific Reasoning, School Achievement and Gender: A Multilevel Study of between and within School Effects in Finland",
abstract = "Background Relationships between scientific reasoning, school achievement and gender were studied. Finnish data was of international relevance because Finland had been consistently on all PISA cycles one of the countries with a high educational equity: a high international level of skills and low between-school variances. Especially important was to analyze between school and within schoolcomponents in scientific reasoning. The aim was to use CVS estimation of formal operations as a part of scientific reasoning models as a predictor of academic achievement (GPA) in interactions at the individual, class and school levels. In addition to exploration of the magnitude of the gender effect onschool achievement and formal operations, we wanted to find out whether the possible gender effect would remain significant after controlling for the formal operations variable - which could mean more effective usage of mental capacity or an environmental influence different for girls than boys. Moreover,the aim was to explore, whether the formal operational thinking equally strongly affected the achievements of boys and girls. Because there is age-variation at the grade-level, it was important to control for the age-effect on achievement and formal operations.",
keywords = "516 Educational sciences",
author = "Helena Thuneberg and Jarkko Hautam{\"a}ki and Risto Hotulainen",
year = "2015",
doi = "10.1080/00313831.2014.904426",
language = "English",
volume = "59",
pages = "337--356",
journal = "Scandinavian Journal of Educational Research",
issn = "0031-3831",
publisher = "TAYLOR & FRANCIS LTD",
number = "3",

}

TY - JOUR

T1 - Scientific Reasoning, School Achievement and Gender

T2 - A Multilevel Study of between and within School Effects in Finland

AU - Thuneberg, Helena

AU - Hautamäki, Jarkko

AU - Hotulainen, Risto

PY - 2015

Y1 - 2015

N2 - Background Relationships between scientific reasoning, school achievement and gender were studied. Finnish data was of international relevance because Finland had been consistently on all PISA cycles one of the countries with a high educational equity: a high international level of skills and low between-school variances. Especially important was to analyze between school and within schoolcomponents in scientific reasoning. The aim was to use CVS estimation of formal operations as a part of scientific reasoning models as a predictor of academic achievement (GPA) in interactions at the individual, class and school levels. In addition to exploration of the magnitude of the gender effect onschool achievement and formal operations, we wanted to find out whether the possible gender effect would remain significant after controlling for the formal operations variable - which could mean more effective usage of mental capacity or an environmental influence different for girls than boys. Moreover,the aim was to explore, whether the formal operational thinking equally strongly affected the achievements of boys and girls. Because there is age-variation at the grade-level, it was important to control for the age-effect on achievement and formal operations.

AB - Background Relationships between scientific reasoning, school achievement and gender were studied. Finnish data was of international relevance because Finland had been consistently on all PISA cycles one of the countries with a high educational equity: a high international level of skills and low between-school variances. Especially important was to analyze between school and within schoolcomponents in scientific reasoning. The aim was to use CVS estimation of formal operations as a part of scientific reasoning models as a predictor of academic achievement (GPA) in interactions at the individual, class and school levels. In addition to exploration of the magnitude of the gender effect onschool achievement and formal operations, we wanted to find out whether the possible gender effect would remain significant after controlling for the formal operations variable - which could mean more effective usage of mental capacity or an environmental influence different for girls than boys. Moreover,the aim was to explore, whether the formal operational thinking equally strongly affected the achievements of boys and girls. Because there is age-variation at the grade-level, it was important to control for the age-effect on achievement and formal operations.

KW - 516 Educational sciences

U2 - 10.1080/00313831.2014.904426

DO - 10.1080/00313831.2014.904426

M3 - Article

VL - 59

SP - 337

EP - 356

JO - Scandinavian Journal of Educational Research

JF - Scandinavian Journal of Educational Research

SN - 0031-3831

IS - 3

ER -