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Cited by 82School Choice and PerformanceIntergenerational and Educational Inequality StudiesEducational Outcomes and Influences

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Dimensions of Socio-economic Status and their Relationship to Mathematics and Science Achievement at Individual and Collective Levels

Yang, Yang·2003·Scandinavian Journal of Educational Research
DOI 10.1080/00313830308609
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Abstract

Applying two-level structural equation modelling techniques, the current study examined the dimensionality of socio-economic status (SES) and its relationship with mathematics and science performance at student and school levels. Data were drawn from population 2 (13-year-olds) of 17 countries in the Third International Mathematics and Science study (TIMSS). A set of items about the ownership of household materials was used to measure the dimensions of SES. For most of the countries, a general economic dimension and a cultural dimension were identified at the student level. The cultural dimension had the greatest impact on students' mathematics and science achievement. At the school level, however, only a general economic dimension was found in most countries. This dimension was interpreted to represent community wealth. It was found to be highly related to school mean maths-science achievement, except for the countries where an additional cultural dimension is identified. This cultural dimension can be interpreted as the community cultural resources and atmosphere, and is strongly related to average school mathematics and science achievement. The current study confirmed that the ownership of a set of household materials can be used as SES indicators in exploring its multifaceted feature at both individual and school levels. A similar model structure is found in different countries by applying these indicators, despite the fact that the content of the set of household possess…

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Metadata

Authors
Yang, Y.
Affiliations
University of Gothenburg (SE)
Corresponding author
Yang, Yang
ORCID
Yang, Yang
Venue
Scandinavian Journal of Educational Research
Publisher
Informa UK Limited
Published
2003-03
Volume
47
Issue
1
Pages
21-41
ISSN
  • 0031-3831 (ISSN-L)
  • 1470-1170
DOI
10.1080/00313830308609
OpenAlex
W2043593527
Cited by
82
References
1
Citations by year
2026: 2 · 2024: 3 · 2023: 3 · 2022: 6 · 2021: 6 · 2020: 3 · 2019: 2 · 2018: 2 · 2017: 4 · 2016: 3 · 2015: 6 · 2014: 1 · 2013: 8 · 2012: 7
FWCI
13.57
Type
journal article
Language
en
Open access
closed
Locations
Scandinavian Journal of Educational Research (publishedVersion)
Topics
  • Social Sciences › Education › School Choice and Performance
  • Social Sciences › Sociology and Political Science › Intergenerational and Educational Inequality Studies
  • Social Sciences › Education › Educational Outcomes and Influences
Keywords
socioeconomic status, mathematics achievement, science achievement, TIMSS, cross-national comparison, community wealth, cultural resources

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Yang, Y. (2003). Dimensions of Socio-economic Status and their Relationship to Mathematics and Science Achievement at Individual and Collective Levels. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313830308609