1. Explaining variation in CCE outcomes (Chapters 7 & 8) National Research Coordinators Meeting Madrid, February 2010

2. NRC Meeting Madrid February 2010 Content of presentation Student background measures Statistics included in tables Data presentation Chapter 7 and 8 outline

3. NRC Meeting Madrid February 2010 BACKGROUND VARIABLES AND MEASURES

4. NRC Meeting Madrid February 2010 Variables Cultural/ethnic family background Immigrant background Language use at home Social background Parental socioeconomic status (occupations) Parental educational attainment Home literacy resources (books) Parental interest in political & social issues

5. NRC Meeting Madrid February 2010 Measures Coded MeasureTransformations ImmigrantCategorical (3)Categorical (2) Native/non-native Language useCategorical (2)As is Socioeconomic (HISEI) Continuous (16-90) ISCO → ISEI scale Categorical (6) Defined as ranges Parental Education Categorical (5) (ISCED-based levels) Years of education Home literacyCategorical (5)No of books (unit =100) Parental interest (politics & social) Categorical (4)As is

6. NRC Meeting Madrid February 2010 STATISTICS

7. NRC Meeting Madrid February 2010 Statistical representations Group means of scale scores Country and international averages for groups Percentages of students in each group Country and international averages for groups Regression coefficients Unstandardised prediction of outcome Represent strength of relationship Percentage variance explained

8. NRC Meeting Madrid February 2010 Immigrant Status

9. NRC Meeting Madrid February 2010 Socioeconomic status (SEI)

10. NRC Meeting Madrid February 2010 Parent Education

11. NRC Meeting Madrid February 2010 Home literacy (NBOOKS)

12. NRC Meeting Madrid February 2010 Parental Interest

13. NRC Meeting Madrid February 2010 REGRESSION CK

14. NRC Meeting Madrid February 2010 REGRESSION CK % VARIANCE

15. NRC Meeting Madrid February 2010 REGRESSION INTEREST IN POLITICS

16. NRC Meeting Madrid February 2010 REGRESSION INTPOL % Variance UNIQUE VARIANCE COMM VAR TOT VAR HLANGIMMIGPAREDSEINBOOKSPARINT A0.00.10.0 0.36.50.815.5 B0.10.60.1 0.07.40.016.2 C0.10.30.00.41.98.96.07.0 D0.00.10.0 0.111.62.812.4

17. NRC Meeting Madrid February 2010 REGRESSION Expected Electoral Participation

18. NRC Meeting Madrid February 2010 REGRESSION ELECTORAL PARTICIPATION

19. NRC Meeting Madrid February 2010 CHAPTER 7 OUTLINE

20. NRC Meeting Madrid February 2010 Chapter 7 Outline Research question 6 influence of background on outcomes civic knowledge expected electoral participation student interest in political and social issues Cultural/ethnic family background –Immigrant background native students, students with parents born abroad and students born abroad) and effects –Language use at home

21. NRC Meeting Madrid February 2010 Chapter 7 Outline (Cont) Socio-economic family background –Parental occupation –Parental education and effects –Home literacy Parental interest Combined influences Regression models

22. NRC Meeting Madrid February 2010 Chapter 8: Model Hierarchical Linear Models Students nested within classroom (in most countries equivalent to schools) So far unweighted analysis and listwise exclusion of missing values Criterion variables: –Civic knowledge –Expected electoral participation

23. NRC Meeting Madrid February 2010 Chapter 8: Explanatory variables Student characteristics –Gender (female=1, male=0) –Test language at home (yes=1, no=0) –Expected educational level (in approximate years of further education) –Students’ interest in political and social issues

24. NRC Meeting Madrid February 2010 Chapter 8: Explanatory variables (cont.) Home background variables –Index of socio-cultural background” derived from highest parental occupation, education and home literacy Factor scores from principal component analysis Mean of 0 and SD of 1 for equally weighted countries –Highest parental interest

25. NRC Meeting Madrid February 2010 Chapter 8: Explanatory variables (cont.) Indicators of students’ activities –Reading for enjoyment (5-point scale) –Watching TV news (4-point scale) –Time spent with friends (5-point scale)

26. NRC Meeting Madrid February 2010 Chapter 8: Explanatory variables (cont.) School-related variables at the individual level –Student participation at school (scale) –Perception of openness in classroom discussions

27. NRC Meeting Madrid February 2010 Chapter 8: Explanatory variables (cont.) Classroom level variables –Average scores of the students’ index of socio-cultural background –Average of scale scores on perception of openness in classroom discussions

28. NRC Meeting Madrid February 2010 Modelling results in general Need for summarising results across country (not yet in draft tables) In many cases results similar to finding from CIVED Effects of variables AFTER controlling for all other variables –Sometimes results may be different for factors presented in earlier tables

29. NRC Meeting Madrid February 2010 Example of table with results

30. NRC Meeting Madrid February 2010 Modelling results: Civic knowledge Female gender generally positive effect Test language only in countries with higher percentages of students speaking another language Expected education consistent positive predictor Student interest only in few countries positive (weak) predictor

31. NRC Meeting Madrid February 2010 Modelling results: Civic knowledge (cont.) Both reading for enjoyment and watching TV news tend to be positive predictors of civic knowledge Spending time with friends negative predictor of civic knowledge Both school-based civic participation and individual perceptions of openness in classroom discussion positive predictors

32. NRC Meeting Madrid February 2010 Modelling results: Civic knowledge (cont.) Context level variables: –Average socio-cultural background index scores positive predictor in most countries –Average scores of perceptions of openness in classroom discussions also tends to be positive predictor Model explanation –62 percent at classroom level –23 percent at student level

33. NRC Meeting Madrid February 2010 Modelling results: Expected electoral participation Gender and test language not consistent predictors Expected education only weak to moderate effects Higher levels of civic knowledge have consistently positive effects Hardly any influence of index of socio- cultural background Parental interest important predictor

34. NRC Meeting Madrid February 2010 Modelling results: Expected electoral participation (cont.) Watching TV news positive predictor Both civic participation at school and perceptions of openness in classroom discussions tend to have positive effects Few countries with significant effects for the average socio-cultural background and average perceptions of openness in classroom discussions

35. NRC Meeting Madrid February 2010 Modelling results: Expected electoral participation (cont.) Model explanation –64 percent of the class-level –23 percent of the student level variance

36. NRC Meeting Madrid February 2010 NRC feedback on: Appropriateness of –Presented statistics –Included items and scales –Tables and figures Coverage of report –Aspects that are missing –Content that may be omitted from report

37. NRC Meeting Madrid February 2010

38. NRC Meeting Madrid February 2010 Questions or comments?