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How Does Peer Socioeconomic Status Affect Academic Achievement? A Meta-Analysis
Markalousová, Tereza ; Havránek, Tomáš (advisor) ; Kantová, Klára (referee)
Using state-of-the-art meta-analysis methods, we investigate the e ect of peer socioeconomic status (SES) on academic achievement. Our data set covers almost 40 years of research, containing 449 estimates from 40 studies. We examine publication bias for the first time in this research area. Various sta- tistical tests reveal the presence of publication selection and suggest a smaller e ect size in comparison to prior findings. Employing Bayesian and frequentist model averaging techniques, we identify factors that systematically influence the magnitude of the estimated e ect. Publication bias exerts the strongest upward e ect, along with the use of parental education and home resources as measures of SES and combined measures of SES. Conversely, variables such as the number of citations, publication status, science test type, and the use of advanced methods exhibit a negative e ect. Keywords Socieconomic status, Meta-analysis, Social class, Academic achievement Title How Does Peer Socioeconomic Status A ect Academic Achievement? A Meta-Analysis
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Analysis of the academic performance of pupils with immigrant background in selected European countries
Čakovská, Hana ; Hasman, Jiří (advisor) ; Kostelecká, Yvona (referee)
The aim of the thesis is to quantitatively assess the position of pupils of foreign origin in schools. This is analysed through the magnitude of the differences in learning outcomes between immigrant pupils and native pupils in eight different education systems. The main aim is to capture the heterogeneity between the selected countries, which were chosen because of differences in integration strategies, the amount of funding directed to education and the organisation of education systems. For the purpose of the analysis, the international database of the PISA survey was used with 49 687 respondents. The effect of foreign origin is analysed together with other determinants in order to reveal its relevance in explaining students' performance in school. The author is not aware of any differences in the academic performance of immigrant pupils and native-born pupils have been captured in other similar comparative research. Based on the literature, the factors were grouped into three levels - pupil, school and country levels. For this purpose, a multilevel linear model is used, which is able to purge the effect of school level from the role of individual characteristics. The influence of immigrant background has been demonstrated, but is influenced by other factors such as economic, social and cultural...
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Comparison of physical fitness and overall school performance in children at basic school
Sýkorová, Alžběta ; Šteffl, Michal (advisor) ; Chrudimský, Jan (referee)
Introduction: Physical fitness and academic achievement may constitute two interrelated variables. Students with higher physical fitness can achieve better learning outcomes in school. Objective: To determine whether students with better learning outcomes have also better outcomes in physical performance tests compared to students with low school achievement. Methods: 167 elementary and primary school students age 11.06 ± 2.4 years old (92 girls and 75 boys) participated in the comparative cross-sectional study. A special seven-item test battery was used to determine their level of physical fitness. Pupils were divided into two groups according to their learning outcomes statements. Results: Students with better learning outcomes had higher physical fitness in the individual tests in the most cases. Statistical analysis of standardized Z-score revealed a statistically significant better physical fitness (p ˂ 0.05) for all students with better learning outcomes in all age groups except the boys from the 2nd stage (p = 0.268). Conclusion: The results showed that students with better learning outcomes also had greater physical fitness. Keywords: academic achievement, physical fitness, elementary and primary school
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School success of digital game players at universities
Vlna, Tomáš ; Hrabec, Ondřej (advisor) ; Vanek, Marián (referee)
This bachelor thesis is a qualitative study of relationships between intensive playing of digital games and university study, which is based on inquiry of seventh selected university students. Their opinion of concurrence between these two time consuming activities, i.e. gamling and study, was recorded and student strategies to manage both these activities were examined. Next, potential skills and abilities acquired by gamling which could be utilized in the university study is discussed. Finaly, certain negative impacts of active gambling on university study are described. Keywords: academic achievement, digital gaming, higher education, opinion, strategies
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Examination of the impact of teacher's gender, age and experience on student achievement
Aschermannová, Petra ; Korbel, Václav (advisor) ; Debatz, Laure (referee)
Jednou z klíčových charakteristik učitelů je jejich úspěšnost při předávání znalostí studentům. Tato schopnost je ovlivněna mnoha faktory, mimo jiné i genderovou shodou mezi učiteli a žáky. Přestože samotný význam genderové shody byl v poslední době mnohokrát studován, o jejím ovlivnění dalšími vlastnostmi učitelů není mnoho známo. Tato práce zkoumá, zda zkušenosti a věk učitelů ovlivňují efekt genderové shody na žáky 8. tříd v České republice. Ačkoli jsme nenašli žádný významný vliv zkušeností učitelů na efekt genderové shody, našli jsme malý, ale signifikantní kladný vliv mladých učitelek na výsledky děvčat.
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The Possibilities of the Pupil's Self-esteem Development in Social, Cultural and Religious Context
Sedláčková, Daniela ; Krykorková, Hana (advisor) ; Jedlička, Richard (referee) ; Smékalová, Lucie (referee)
The doctoral dissertation deals with the description and analysis of healthy self-esteem in terms of its formation; influences that enter into the process of formation and possibilities of the healthy self-esteem development in the school environment with regard to social, cultural and religious context in which the student lives. The theoretical part of the thesis on the basis of literature compiled the most fundamental assumptions and circumstances that largely affect pupil's confidence and contribute to its development in a positive sense. Attention is paid to themes theoretical definition of the concept of self and internal influences that act on the formation of self-esteem. Family, school and peer group are presented as a major social and cultural external influences, together with a religious context influencing the formation of self-esteem. The performance is a phenomenological theory of Chris Mruk shows the issue of confidence in more complex form. The theoretical part is concluded by outlining the possibilities for the development of healthy self-esteem in school through the pupil )including peer mediation) and analysis of some international research which raises questions for a Czech context. The aim of the research is to determine whether and to what extent has felt self-esteem,...
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Comparison of physical fitness and overall school performance in children at basic school
Sýkorová, Alžběta ; Šteffl, Michal (advisor) ; Chrudimský, Jan (referee)
Introduction: Physical fitness and academic achievement may constitute two interrelated variables. Students with higher physical fitness can achieve better learning outcomes in school. Objective: To determine whether students with better learning outcomes have also better outcomes in physical performance tests compared to students with low school achievement. Methods: 167 elementary and primary school students age 11.06 ± 2.4 years old (92 girls and 75 boys) participated in the comparative cross-sectional study. A special seven-item test battery was used to determine their level of physical fitness. Pupils were divided into two groups according to their learning outcomes statements. Results: Students with better learning outcomes had higher physical fitness in the individual tests in the most cases. Statistical analysis of standardized Z-score revealed a statistically significant better physical fitness (p ˂ 0.05) for all students with better learning outcomes in all age groups except the boys from the 2nd stage (p = 0.268). Conclusion: The results showed that students with better learning outcomes also had greater physical fitness. Keywords: academic achievement, physical fitness, elementary and primary school
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