Contextualizing Academic Performance in Russian Schools: School Characteristics, the Composition of Student Body and Local Deprivation
The existing findings on the relationship between optimism and academic performance are rather contradictory. Two studies were undertaken to investigate thе relationship between attributional style, well-being, and academic performance. A new Russian-language measure of attributional style for positive and negative events (Gordeeva, Osin, Shevyakhova, 2009) with stability, globality, and controllability subscales was used. In the first study, optimistic attributional style for good events was associated with higher academic achievement in high school students (N=225) and mediated the effect of academic performance on self-esteem. In the second study, pessimistic attributional style for negative events predicted success in passing three difficult written entrance examinations in university entrants (N=108), and optimistic attributional style for good events predicted success with success expectations as a mediator. The results indicate that attributional styles for positive and negative events are not uniform in their relationship to performance in different academic settings and to well-being variables.
At the institutional determinants of inequality of opportunity in quality higher education. The author of the main directions of the necessary institutional reforms to improve the accessibility of higher education in Russia.
Exposure to prenatal androgens affects both future behavior and life choices. However, there is still relatively limited evidence on its effects on academic performance. Moreover, the predicted effect of exposure to prenatal testosterone (T)–which is inversely correlated with the relative length of the second to fourth finger lengths (2D:4D)–would seem to have ambiguous effects on academic achievement since traits like aggressiveness or risk-taking are not uniformly positive for success in school. We provide the first evidence of a non-linear, quadratic, relationship between 2D:4D and academic achievement using samples from Moscow and Manila. We also find that there is a gender differentiated link between various measures of academic achievement and measured digit ratios. These effects are different depending on the field of study, choice of achievement measure, and use of the right hand or left digit ratios. The results seem to be asymmetric between Moscow and Manila where the right (left) hand generates inverted-U (U-shaped) curves in Moscow while the pattern for hands reverses in Manila. Drawing from unusually large and detailed samples of university students in two countries not studied in the digit literature, our work is the first to have a large cross country comparison that includes two groups with very different ethnic compositions.
The authors estimate contribution of different factors in reading skills of 15?year-olds by using four models of multilevel regression analysis. It turned out that the most significant factor is family background — not only at the individual level, but at the school level as well (average school socio-economic status of schoolchildren families effects average reading skills). At the school level the aggregated family characteristics of students affect individual achievements, and this effect surpasses an effect of school resources and localization of schools — those school factors that show a significant contribution to achievement. Attitudes toward reading and learning are significant at the individual level, but at the school level children’s attitudes toward reading and school don’t make an independent contribution to the individual results.
Along with the fast growing economy, the term «BRICs» was coined to represent the newly emerging countries — Brazil, Russia, India and China. The enhanced economy in these countries has largely improved peoples life; at the same time, it has also strongly influenced the transformation of social structure, norms and values. However, as the worlds attention centers on their economic development at the micro level, the social changes at the micro level have often been neglected, and a specific comparative study of these four countries is even more rare. This handbooks contributing authors are leading sociologists in the four countries. They fill the gap in existing literature and examine specifically the changes in each society from the perspective of social stratification, with topics covering the main social classes, the inequality of education and income, and the different styles of consumption as well as the class consciousness and values. Under every topic, it gathers articles from authors of each country. Such a comparative study could not only help us achieve a better understanding of the economic growth and social development in these countries, but also lead us to unveil the mystery of how these emerging powers with dramatic differences in history, geography, culture, language, religion and politics could share a common will and take joint action. In general, the handbook takes a unique perspective to show readers that it is the profound social structural changes in these countries that determine their future, and to a large extent, will shape the socio-economic landscape of the future world.
The issue presents an analysis of the association between the functional literacy and students' characteristics and educational trajectories. The analysis is conducted on the data of the Russian longitudinal study "Trajectories in education and profession." The differences in socio-economic characteristics, academic self-esteem and performance, as well as the choice of educational trajectories among students with low, medium and high level of functional literacy in PISA-2012 are described. The results show that students with low literacy levels not only have low educational results, but also less realistic forecast their future achievements and trajectories.
Meta-analytic research in psychology of academic performance proved that Big Five Conscientiousness and Openness to Experience predict scholastic achievements of university students (O’Connor, Paunonen, 2007; Poropat, 2009). But we claim that psychological predictiors of academic success depend on educational environment and can be culture-related. We examined 176 2nd and 3rd year economy and computer science university students in Russia with the Big Five – Ipsative version test (Shmelyov, 2010) and discovered that GPA and USE (United State Examination in Russia) scores are significantly correlated with Agreeableness (r = 0.15; p < 0.01 for GPA and r = 0.22 p < 0.01 for USE math) and Neuroticism (r = 0.2, p < 0.01 for GPA and r = -0,17; p < 0,01 for USE math). We suppose that the difference between our result and results provided by the meta-analyses mentioned above can be explained by the differences in educational environment in Russia and other countries. We assume that big number of classes and relatively small amount of individual and analytical assignments create the environment where Agreeableness and Neuroticism are important for the academic success.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.