PISA 2012 mathematics achievement: Interpreting the results in the context of individual and contextual predictors

Micić, Isidora and Šljivić, Jasmina and Gorišek, Lea and Conić, Ljubica and Pavlović, Svetlana (2019) PISA 2012 mathematics achievement: Interpreting the results in the context of individual and contextual predictors. In: XXV scientific conference Empirical studies in psychology, March 29th - 31st 2019. University of Belgrade, Faculty of Philosophy, Belgrade, pp. 54-57. ISBN 978-86-6427-130-1

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Abstract

The achievement of Serbian students in PISA 2012 assessment of mathematical literacy is statistically significantly below the OECD average. The aim of this research was to reveal the complex relations between the individual characteristics of students, the dimensions of teacher-student interaction, the socio-demographic context and achievement. In order to examine the relations between those dimensions, a path model was constructed, based on the secondary analysis of 2012 PISA data. The path model parameters were acceptable (CFI = .92; RMSEA = .049; TLI = .88), indicating that the model fits the existing data. Self-efficacy has been singled out as the best predictor of students’ achievement.

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