Investigating the Measurement of OTL in PISA 2012 and its Relationship with Self-efficacy and Mathematics Achievement: Doubly Latent Multilevel Analyses

The importance of the opportunity to learn (OTL) for mathematics achievement has been extensively researched. However, there were still unanswered questions regarding OTL's measurement, analytical level, and relationship with motivational beliefs. To fill in the gaps, we aimed to (1) scrutinize...

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Bibliographic Details
Published inScandinavian journal of educational research Vol. 67; no. 6; pp. 837 - 852
Main Authors Wang, Faming, Wang, Yehui, Liu, Yaping, Leung, Shing On
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 19.09.2023
Taylor & Francis Ltd
Subjects
Academic achievement
Achievement Tests
Comparative Analysis
doubly latent multilevel analyses
Educational Opportunities
Familiarity
Foreign Countries
Grade Prediction
Hierarchical Linear Modeling
International Assessment
International education
Mathematical Concepts
Mathematics
Mathematics Achievement
mathematics self-efficacy
Opportunity to learn
PISA 2012
Quantitative psychology
Reliability
Secondary School Students
Self Efficacy
Self evaluation
Socioeconomic Status
Validity
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Summary:The importance of the opportunity to learn (OTL) for mathematics achievement has been extensively researched. However, there were still unanswered questions regarding OTL's measurement, analytical level, and relationship with motivational beliefs. To fill in the gaps, we aimed to (1) scrutinize the reliability and validity of OTL, (2) investigate the multilevel nature of OTL, and (3) explore the relationship among OTL, self-efficacy, and mathematics achievement. We used Programme for International Student Assessment (PISA) 2012 data provided by 470,745 15-year-old students from 63 economies. Psychometric analyses and doubly latent multilevel structural equating modeling were conducted. Results indicated that (1) OTL measured by familiarity with mathematical concepts displayed high reliability and validity, (2) student-reported OTL exhibited high reliability at the school-level, (3) OTL significantly predicted achievement both at student- and school-level, and (4) OTL mediated the relationship between self-efficacy and mathematics achievement at student-level. Theoretical and practical implications are discussed.
ISSN:0031-3831
1470-1170
DOI:10.1080/00313831.2022.2070929