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How Do Confucian Schools and Anglo Schools Differ? A Latent Profile Analysis Based on PISA 2015

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Title: How Do Confucian Schools and Anglo Schools Differ? A Latent Profile Analysis Based on PISA 2015
Language: English
Authors: Yu Hu (ORCID 0000-0002-4373-3103)
Source: Large-scale Assessments in Education. 2024 12.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 32
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Institutional Characteristics, Confucianism, High Achievement, Anglo Americans, Educational Resources, Discipline, Cultural Differences, Socioeconomic Status, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Comparative Analysis
Assessment and Survey Identifiers: Program for International Student Assessment
DOI: 10.1186/s40536-024-00225-8
ISSN: 2196-0739
Abstract: Students in Confucian culture are typically high-achieving on international assessments such as PISA and TIMSS. To explore factors that may explain the high performance of Confucian students, the present study compared the latent subpopulations of school resources and disciplinary climate in two Confucian countries and two Anglo countries. Using Latent Profile Analysis, the results identified the same number of school profiles in the two countries in the two cultures, and these profiles were similar in their levels of disciplinary climate and school resources. The percentage of high-discipline school profiles is about 11.72% higher in Confucian countries than in Anglo countries. In addition, in both cultures, students who attended high-discipline schools were from higher socioeconomic status (SES) families and performed better in science. These results revealed the importance of the disciplinary climate for a school to be effective and provided evidence indicating that Confucian culture has more schools with a positive disciplinary climate.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1450134
Database: ERIC
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  Data: Students in Confucian culture are typically high-achieving on international assessments such as PISA and TIMSS. To explore factors that may explain the high performance of Confucian students, the present study compared the latent subpopulations of school resources and disciplinary climate in two Confucian countries and two Anglo countries. Using Latent Profile Analysis, the results identified the same number of school profiles in the two countries in the two cultures, and these profiles were similar in their levels of disciplinary climate and school resources. The percentage of high-discipline school profiles is about 11.72% higher in Confucian countries than in Anglo countries. In addition, in both cultures, students who attended high-discipline schools were from higher socioeconomic status (SES) families and performed better in science. These results revealed the importance of the disciplinary climate for a school to be effective and provided evidence indicating that Confucian culture has more schools with a positive disciplinary climate.
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