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Vliv počtu sourozenců na matematickou, čtenářskou a přírodovědnou gramotnost v ČR

100%
Hirschová M., Kreidl M.
Sociologický časopis. Czech Sociological Review
|
2012
|
vol. 48
|
issue 4
697–735
EN
This paper investigates the effect of family size on educational achievement of 15-year-old students in the Czech Republic in 2003. The authors find that a continuous measure of the number of co-residing siblings has a negative effect on school achievement and that this effect persists (somewhat reduced in size) even when controlling for family structure, parental education, type of school, and year at school. They find no interactions between family size and other variables in the analysis. The main finding is consistent across various methods of dealing with missing data. The authors conclude that given contemporary population trends, stratification scholars shall in the future pay more attention to model specification and shall include family size among the predictors in status attainment models if they want to obtain unbiased parameter estimates.
2

Czy wielodzietność obniża osiągnięcia szkolne?

63%
Konarzewski K.
Edukacja
|
2014
|
issue 4(129)
21–35
PL
W celu odpowiedzi na tytułowe pytanie poddano analizie dane z reprezentatywnej próbki 4451 uczniów w wieku 17–18 lat ze wszystkich typów szkół ponadgimnazjalnych w Polsce, pochodzące z krajowego badania towarzyszącego badaniu PISA 2006. Pozycję ucznia w rodzinie charakteryzowały dwie zmienne: kolejność urodzenia i liczba młodszego rodzeństwa. Postawiono cztery hipotezy: (1) osiągnięcia szkolne silniej kontroluje kolejność urodzenia niż liczba młodszego rodzeństwa, a wraz z rosnącą kolejnością urodzenia maleją (2) osiągnięcia szkolne, (3) prawdopodobieństwo wyboru szkoły niekończącej kariery oświatowej i (4) orientacja na porządek dorosłych. Hierarchiczne analizy regresji potwierdziły wszystkie hipotezy.
EN
Data gathered in the country companion to PISA 2006 was analyzed to determine the influence of family size on educational performance. The representative sample consisted of 4451 pupils aged 17–18 from all types of secondary school in Poland. Two variables described a pupil’s position in the family: birth order and number of younger siblings. Four hypotheses were tested: (1) academic performance is more strongly determined by birth order than number of younger siblings and with increasing birth order there is a decrease in (2) performance, (3) the likelihood of choice of school which prepares for further education, and (4) orientation towards adult values. Hierarchical linear models confirmed the hypotheses.
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