Examining student, parent, and school factors predicting science achievement using a multilevel approach: the case of Hong Kong from the Program for International Student Assessment 2015
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Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s12564-024-09929-6.pdf
Reference122 articles.
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2. Aditomo, A., & Klieme, E. (2020). Forms of inquiry-based science instruction and their relations with learning outcomes: Evidence from high and low-performing education systems. International Journal of Science Education, 42(4), 504–525.
3. Affuso, G., Zannone, A., Esposito, C., Pannone, M., Miranda, M. C., De Angelis, G., Aquilar, S., Dragone, M., & Bacchini, D. (2023). The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time. European Journal of Psychology of Education, 38(1), 1–23. https://doi.org/10.1007/s10212-021-00594-6.
4. Akaike, H. (1987). Factor analysis and AIC. Psychometrika, 52, 317–332.
5. Akey, T. M. (2006). School context, student attitudes and behavior, and academic achievement: An exploratory analysis. MDRC.
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2.学术分析学术分析
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