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Does the optimism hypothesis hold true when assessed using large-scale data? Evidence from Norwegian PIRLS 2016.

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Title: Does the optimism hypothesis hold true when assessed using large-scale data? Evidence from Norwegian PIRLS 2016.
Authors: Strand, Olaug
Source: Scandinavian Journal of Educational Research. Aug2024, Vol. 68 Issue 5, p935-953. 19p.
Subjects: Statistical hypothesis testing, Socioeconomic status, Reading level of students, Homework
Geographic Terms: Norway
Abstract: The optimism hypothesis claims that immigrant students do better in the Norwegian education system than their socioeconomic status would suggest, due to the strong educational aspirations that immigrant parents might have for their children. Grounded in an educational equity paradigm, this study aims to test this hypothesis by investigating direct and indirect influences on students' reading achievement, assessing both how often the students speak the language of instruction, Norwegian, at home; and the effect for students of parents' educational levels that affect parents' academic expectations and parents' help with homework. Using PIRLS 2016 data from Norway (n = 4,232, mean age 10.8), path analysis provided evidence that both students' home language and parents' educational level directly influence reading achievement. The mediating roles of parents' academic expectations and parents' help with homework on these relationships fluctuated. Thus, the data provided evidence that only partially supports the optimism hypothesis. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Does the optimism hypothesis hold true when assessed using large-scale data? Evidence from Norwegian PIRLS 2016.
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Aug2024, Vol. 68 Issue 5, p935-953. 19p.
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  Label: Abstract
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  Data: The optimism hypothesis claims that immigrant students do better in the Norwegian education system than their socioeconomic status would suggest, due to the strong educational aspirations that immigrant parents might have for their children. Grounded in an educational equity paradigm, this study aims to test this hypothesis by investigating direct and indirect influences on students' reading achievement, assessing both how often the students speak the language of instruction, Norwegian, at home; and the effect for students of parents' educational levels that affect parents' academic expectations and parents' help with homework. Using PIRLS 2016 data from Norway (n = 4,232, mean age 10.8), path analysis provided evidence that both students' home language and parents' educational level directly influence reading achievement. The mediating roles of parents' academic expectations and parents' help with homework on these relationships fluctuated. Thus, the data provided evidence that only partially supports the optimism hypothesis. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/00313831.2023.2192740
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      – Code: eng
        Text: English
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        PageCount: 19
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      – SubjectFull: Statistical hypothesis testing
        Type: general
      – SubjectFull: Socioeconomic status
        Type: general
      – SubjectFull: Reading level of students
        Type: general
      – SubjectFull: Homework
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      – SubjectFull: Norway
        Type: general
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      – TitleFull: Does the optimism hypothesis hold true when assessed using large-scale data? Evidence from Norwegian PIRLS 2016.
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              M: 08
              Text: Aug2024
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