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- W4309046585 abstract "The role of epistemic beliefs in science (EBS) and socio-economic status (SES) on mathematics and science test results on both student- and school-level data was investigated via a secondary analysis of Estonian Programme for International Student Assessment (PISA) 2015 survey data. The effective sample comprised 3991 students (52% girls, 48% boys) from 81 schools. Complementing bivariate correlation analysis, two-level regression models were computed where mathematics and science test scores were predicted from student- and school-level EBS as well as SES. Mathematics and science test scores had a medium-sized correlation with both EBS as well as SES on the student-level data. These correlations were larger on the school-level data. Multilevel analyses showed that both higher mathematics and science scores were predicted by male gender, higher student-level SES and EBS, and higher school-level SES. Higher school-level EBS significantly predicted better science test scores, but this was not the case with mathematics." @default.
- W4309046585 created "2022-11-21" @default.
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- W4309046585 date "2022-11-13" @default.
- W4309046585 modified "2023-10-18" @default.
- W4309046585 title "Epistemic beliefs in science, socio-economic status, and mathematics and science test results in lower secondary education: a multilevel perspective" @default.
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- W4309046585 doi "https://doi.org/10.1080/01443410.2022.2144143" @default.
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