Factors of student resilience obtained from TIMSS and PISA longitudinal studies
Tatiana Chirkina, Tatiana Khavenson, Marina Pinskaya and Roman Zvyagintsev
National Research University Higher School of Economics, Russia
It is well established that family socio-economic status (SES) is strongly related to academic performance. Nonetheless, there is a group of children with high levels of academic achievement who come from disadvantaged family backgrounds. These children possess what is called 'academic resilience'. In our study, we want to see whether the two largest international comparative studies are consistent in terms of identifying resilient students and whether the factors of academic resilience are common for the two studies. We use data from a Russian longitudinal study Trajectories in Education and Careers (TrEC), in which students' achievement was measured with both the Trends in International Mathematics and Science Study (TIMSS, 8th grade) and, a year later, the Programme for International Student Assessment (PISA). Our study focuses on the relationship between individual and school-related factors of resilience and whether these factors are specific to a particular educational outcome (TIMSS or PISA), or are of a more universal nature. We show that attitudes towards mathematics and test scores in general are positively related to the probability of becoming a resilient student. We also find that school related variables (such as average school SES and school type) are more significant for TIMSS than for PISA results. Our study shows that there are students who are both TIMSS and PISA resilient.
[ PDF full text for this article ]
|Authors: Tatiana Chirkina is a Junior Research Fellow at the Laboratory for University Development, Institute of Education, Higher School of Economics, Moscow, Russia. Her research interests include educational inequality, social mobility and the factors associated with success of students with disadvantaged social background.|
Tatiana Khavenson is a Candidate of Sciences (PhD) in Education, Senior Research Fellow at the Institute of Education, Higher School of Economics, Moscow, Russia. Tatiana's research specialises in educational inequality, with a focus on the social structures that influence students' educational trajectories. Currently she is Head of the International Laboratory for Evaluation of Practices and Innovations in Education.
Marina Pinskaya is a Candidate of Sciences (PhD) in Pedagogics. Until September 2020 she was Leading Researcher at the Institute of Education, Higher School of Economics, Moscow, Russia. Marina was mainly engaged in studying the school and community practices that enable disadvantaged students to perform better and show high academic results. Marina is currently a senior lecturer at Moscow State Institute of International Relations. She has a continuing interest in the same areas.
Roman Zvyagintsev (corresponding author) is a Junior Research Fellow at the Pinsky Centre for General and Extracurricular Education, Institute of Education, Higher School of Economics, Moscow, Russia. His main research interests are educational inequality in Russia, school academic resilience, school effectiveness and educational poverty.
Please cite as: Chirkina, T., Khavenson, T., Pinskaya, M. & Zvyagintsev, R. (2020). Factors of student resilience obtained from TIMSS and PISA longitudinal studies. Issues in Educational Research, 30(4), 1245-1263. http://www.iier.org.au/iier30/chirkina.pdf