Supportive climates and science achievement in the Nordic countries: lessons learned from the 2015 PISA study

Teacher-student interactions are crucial in understanding the role of a supportive climate in instructional practices. The present study investigates the perceptions of 15-year-old Nordic students regarding four aspects of their science class: teacher support, fairness, feedback, and class disciplin...

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Bibliographic Details
Published in:Large-scale Assessments in Education 2022-12, Vol.10 (1), p.1-28, Article 12
Main Authors: Rohatgi, Anubha, Hatlevik, Ove E., Björnsson, Julius K.
Format: Article
Language:English
Subjects:
Academic achievement
Access to education
Achievement Tests
Assessment
Classroom management
Climate
Discipline
Education
Educational Environment
Educational objectives
Educational Policy and Politics
Feedback
Feedback (Response)
Foreign Countries
Foreign students
Humanities
International Assessment
Justice
Law
Learning
Leveraging large-scale assessments for effective and equitable school practices: The case of the Nordic countries
Multilevel linear modelling
Nordic countries
Perceptions
PISA 2015
Science Achievement
Science education
Secondary School Students
Statistics for Social Sciences
Student teacher relationship
Supportive climate
Teacher education
Teacher Student Relationship
Teaching
Testing and Evaluation
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Summary:Teacher-student interactions are crucial in understanding the role of a supportive climate in instructional practices. The present study investigates the perceptions of 15-year-old Nordic students regarding four aspects of their science class: teacher support, fairness, feedback, and class discipline. Multilevel modelling analysis is used to examine the extent to which a perceived supportive climate can explain variation in the Nordic students’ science achievements. Overall, the main findings based on The Programme for International Student Assessment (PISA) 2015 data from Denmark, Finland, Iceland, Norway, and Sweden indicate that at the student level, perceived feedback from teachers and students perceiving their teachers as fair explains significant variations in science achievement. The study provides practical and theoretical implications about the importance of strong teacher-student relationships in comprehending the concept of a supportive climate.
ISSN:2196-0739
2196-0739
DOI:10.1186/s40536-022-00123-x