{"id":9391,"date":"2025-12-30T22:25:40","date_gmt":"2025-12-30T22:25:40","guid":{"rendered":"https:\/\/pisa4u.gr\/international-literature-on-pisa\/"},"modified":"2026-07-05T12:29:30","modified_gmt":"2026-07-05T12:29:30","slug":"international-literature-on-pisa","status":"publish","type":"post","link":"https:\/\/pisa4u.gr\/en\/international-literature-on-pisa\/","title":{"rendered":"International Literature on PISA"},"content":{"rendered":"\n<div class=\"wp-block-uagb-container uagb-block-d6924da0 alignfull uagb-is-root-container\"><div class=\"uagb-container-inner-blocks-wrap\">\n<div class=\"wp-block-uagb-advanced-heading uagb-block-efa76908\"><h1 class=\"uagb-heading-text\">International Literature on PISA<\/h1><\/div>\n<\/div><\/div>\n\n<div class=\"wp-block-uagb-tabs uagb-block-0c3a1b63 uagb-tabs__wrap uagb-tabs__vstyle6-desktop uagb-tabs__vstyle6-tablet uagb-tabs__stack1-mobile\" data-tab-active=\"0\"><ul class=\"uagb-tabs__panel uagb-tabs__align-left\" role=\"tablist\"><li class=\"uagb-tab uagb-tabs__active\" role=\"none\"><a href=\"#uagb-tabs__tab0\" class=\"uagb-tabs-list uagb-tabs__icon-position-left\" data-tab=\"0\" role=\"tab\"><div>2024<\/div><\/a><\/li><li class=\"uagb-tab \" role=\"none\"><a href=\"#uagb-tabs__tab1\" class=\"uagb-tabs-list uagb-tabs__icon-position-left\" data-tab=\"1\" role=\"tab\"><div>2023<\/div><\/a><\/li><li class=\"uagb-tab \" role=\"none\"><a href=\"#uagb-tabs__tab2\" class=\"uagb-tabs-list uagb-tabs__icon-position-left\" data-tab=\"2\" role=\"tab\"><div>2022<\/div><\/a><\/li><li class=\"uagb-tab \" role=\"none\"><a href=\"#uagb-tabs__tab3\" class=\"uagb-tabs-list uagb-tabs__icon-position-left\" data-tab=\"3\" role=\"tab\"><div>2021<\/div><\/a><\/li><li class=\"uagb-tab \" role=\"none\"><a href=\"#uagb-tabs__tab4\" class=\"uagb-tabs-list uagb-tabs__icon-position-left\" data-tab=\"4\" role=\"tab\"><div>2020<\/div><\/a><\/li><li class=\"uagb-tab \" role=\"none\"><a href=\"#uagb-tabs__tab5\" class=\"uagb-tabs-list uagb-tabs__icon-position-left\" data-tab=\"5\" role=\"tab\"><div>2019<\/div><\/a><\/li><li class=\"uagb-tab \" role=\"none\"><a href=\"#uagb-tabs__tab6\" class=\"uagb-tabs-list uagb-tabs__icon-position-left\" data-tab=\"6\" role=\"tab\"><div>2017<\/div><\/a><\/li><li class=\"uagb-tab \" role=\"none\"><a href=\"#uagb-tabs__tab7\" class=\"uagb-tabs-list uagb-tabs__icon-position-left\" data-tab=\"7\" role=\"tab\"><div>2007<\/div><\/a><\/li><li class=\"uagb-tab \" role=\"none\"><a href=\"#uagb-tabs__tab8\" class=\"uagb-tabs-list uagb-tabs__icon-position-left\" data-tab=\"8\" role=\"tab\"><div>2006<\/div><\/a><\/li><\/ul><div class=\"uagb-tabs__body-wrap\">\n<div class=\"wp-block-uagb-tabs-child uagb-tabs__body-container uagb-inner-tab-0\" aria-labelledby=\"uagb-tabs__tab0\">\n<p class=\"wp-block-paragraph\">Enchikova, E., Neves, T., Toledo, C., &amp; Nata, G. (2024). Change in socioeconomic educational equity after 20 years of PISA: A systematic literature review. <em>International Journal of Educational Research Open<\/em>, <em>7<\/em>, 100359. <a href=\"https:\/\/doi.org\/10.1016\/j.ijedro.2024.100359\">Link<\/a> <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ortega-Rodr\u00edguez, P. J. (2024). PISA 2022. Predictors of the mathematics achievement of Spanish students in Secondary Education. <em>Revista de Psicodid\u00e1ctica (English Ed.)<\/em>, 500152. <a href=\"https:\/\/doi.org\/10.1016\/j.psicoe.2024.500152\">Link<\/a>  <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Tan, C. Y. (2024). Direct and indirect influences of familial socioeconomic status on students\u2019 science achievement. <em>Oxford Review of Education<\/em>, <em>50<\/em>(2), 207\u2013231. <a href=\"https:\/\/doi.org\/10.1080\/03054985.2022.2139672\">Link<\/a>. <\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-uagb-tabs-child uagb-tabs__body-container uagb-inner-tab-1\" aria-labelledby=\"uagb-tabs__tab1\">\n<p class=\"wp-block-paragraph\">Wang, X. S., Perry, L. B., Malpique, A., &amp; Ide, T. (2023). Factors predicting mathematics achievement in PISA: A systematic review. <em>Large-Scale Assessments in Education<\/em>, <em>11<\/em>(1), 24. <a href=\"https:\/\/doi.org\/10.1186\/s40536-023-00174-8\">Link<\/a> <\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-uagb-tabs-child uagb-tabs__body-container uagb-inner-tab-2\" aria-labelledby=\"uagb-tabs__tab2\">\n<p class=\"wp-block-paragraph\">Huang, L. (2022). Exploring the relationship between school bullying and academic performance: The mediating role of students\u2019 sense of belonging at school. <em>Educational Studies<\/em>, <em>48<\/em>(2), 216\u2013232. <a href=\"https:\/\/doi.org\/10.1080\/03055698.2020.1749032\">Link<\/a> <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Jerrim, J., Lopez-Agudo, L. A., &amp; Marcenaro-Gutierrez, O. D. (2022). The impact of test language on PISA scores. New evidence from Wales. <em>British Educational Research Journal<\/em>, <em>48<\/em>(3), 420\u2013445. <a href=\"https:\/\/doi.org\/10.1002\/berj.3774\">Link<\/a>  <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Wang, F., Liu, Y., &amp; Leung, S. O. (2022). Disciplinary climate, opportunity to learn, and mathematics achievement: An analysis using doubly latent multilevel structural equation modeling. <em>School Effectiveness and School Improvement<\/em>, <em>33<\/em>(3), 479\u2013496. <a href=\"https:\/\/doi.org\/10.1080\/09243453.2022.2043393\">Link<\/a> <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Zhang, Y., Russell, S., &amp; Kelly, S. (2022). Engagement, achievement, and teacher classroom practices in mathematics: Insights from TIMSS 2011 and PISA 2012. <em>Studies in Educational Evaluation<\/em>, <em>73<\/em>, 101146. <a href=\"https:\/\/doi.org\/10.1016\/j.stueduc.2022.101146\">Link<\/a> <\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-uagb-tabs-child uagb-tabs__body-container uagb-inner-tab-3\" aria-labelledby=\"uagb-tabs__tab3\">\n<p class=\"wp-block-paragraph\">Marks, G. N., &amp; O\u2019Connell, M. (2021). Inadequacies in the SES\u2013Achievement model: Evidence from PISA and other studies. <em>Review of Education<\/em>, <em>9<\/em>(3), e3293. <a href=\"https:\/\/doi.org\/10.1002\/rev3.3293\">Link<\/a> <\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-uagb-tabs-child uagb-tabs__body-container uagb-inner-tab-4\" aria-labelledby=\"uagb-tabs__tab4\">\n<p class=\"wp-block-paragraph\">Avvisati, F. (2020). The measure of socio-economic status in PISA: A review and some suggested improvements. <em>Large-Scale Assessments in Education<\/em>, <em>8<\/em>(1), 8. <a href=\"https:\/\/doi.org\/10.1186\/s40536-020-00086-x\">Link<\/a>. <\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-uagb-tabs-child uagb-tabs__body-container uagb-inner-tab-5\" aria-labelledby=\"uagb-tabs__tab5\">\n<p class=\"wp-block-paragraph\">Lee, J., Zhang, Y., &amp; Stankov, L. (2019). Predictive Validity of SES Measures for Student Achievement. <em>Educational Assessment<\/em>, <em>24<\/em>(4), 305\u2013326. <a href=\"https:\/\/doi.org\/10.1080\/10627197.2019.1645590\">Link<\/a> <\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-uagb-tabs-child uagb-tabs__body-container uagb-inner-tab-6\" aria-labelledby=\"uagb-tabs__tab6\">\n<p class=\"wp-block-paragraph\">Callan, G. L., Marchant, G. J., Finch, W. H., &amp; Flegge, L. (2017). Student and school SES, gender, strategy use, and achievement. <em>Psychology in the Schools<\/em>, <em>54<\/em>(9), 1106\u20131122. <a href=\"https:\/\/doi.org\/10.1002\/PITS.22049\">Link<\/a>. <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Contini, D., Tommaso, M. L. D., &amp; Mendolia, S. (2017). The gender gap in mathematics achievement: Evidence from Italian data. <em>Economics of Education Review<\/em>, <em>58<\/em>, 32\u201342. <a href=\"https:\/\/doi.org\/10.1016\/J.ECONEDUREV.2017.03.001\">Link<\/a> <\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-uagb-tabs-child uagb-tabs__body-container uagb-inner-tab-7\" aria-labelledby=\"uagb-tabs__tab7\">\n<p class=\"wp-block-paragraph\">Rangvid, B. S. (2007). Sources of Immigrants\u2019 Underachievement: Results from PISA\u2014Copenhagen. <em>Education Economics<\/em>, <em>15<\/em>(3), 293\u2013326. <a href=\"https:\/\/doi.org\/10.1080\/09645290701273558\">Link<\/a> <\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-uagb-tabs-child uagb-tabs__body-container uagb-inner-tab-8\" aria-labelledby=\"uagb-tabs__tab8\">\n<p class=\"wp-block-paragraph\">Schleicher, A. (2006). Where immigrant students succeed: A comparative review of performance and engagement in PISA 2003 1: \u00a9 OECD 2006. <em>Intercultural Education<\/em>, <em>17<\/em>(5), 507\u2013516. <a href=\"https:\/\/doi.org\/10.1080\/14675980601063900\">Link<\/a> <\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-uagb-tabs-child uagb-tabs__body-container uagb-inner-tab-9\" aria-labelledby=\"uagb-tabs__tab9\">\n<p class=\"wp-block-paragraph\">Enchikova, E., Neves, T., Toledo, C., &amp; Nata, G. (2024). Change in socioeconomic educational equity after 20 years of PISA: A systematic literature review. <em>International Journal of Educational Research Open<\/em>, <em>7<\/em>, 100359. <a href=\"https:\/\/doi.org\/10.1016\/j.ijedro.2024.100359\">Link<\/a> <\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-uagb-tabs-child uagb-tabs__body-container uagb-inner-tab-10\" aria-labelledby=\"uagb-tabs__tab10\">\n<p class=\"wp-block-paragraph\">Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo. <\/p>\n<\/div>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>International Literature on 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