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Large-Scale Assessments in Education

IF3
论文数99
被引数765
期刊论文 99
发表时间
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Do schools narrow the socioeconomic digital divide? Meta-analytic evidence from ICILS 2023学校是否缩小了社会经济数字鸿沟？ICILS 2023的元分析证据
deleteLarge-Scale Assessments in Education
IF3
delete2026-10-26
delete0
deleteOAAI
deleteTamara Kastorff; Ronny Scherer; Maren Müller; Goan Booij; Alec Kennedy; Rolf Strietholt; Samuel Greiff
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Principal-reported school absenteeism in Morocco: contextual correlates and same-respondent attendance information in TIMSS 2023摩洛哥校长报告的学校缺勤率：情境关联因素及TIMSS 2023中的同一受访者出勤信息
deleteLarge-Scale Assessments in Education
IF3
delete2026-10-20
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deleteOAAI
deleteAbdelamine Elouafi; Ilyas Tammouch; Souad Eddarouich; Imane laassar
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Parental screentime limits and child computer and information literacy and computational thinking: a multilevel analysis of 2023 ICILS data家长屏幕时间限制与儿童计算机和信息素养及计算思维：基于2023年ICILS数据的多层次分析
deleteLarge-Scale Assessments in Education
IF3
delete2026-10-20
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deleteAlisher Tlessov; Matthew G. R. Courtney; Munira Vassilova; Assel Kambatyrova
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When homework counts as screen time: parental limits and adolescents’ digital competence across 28 education systems in ICILS 2023当家庭作业计入屏幕时间：ICILS 2023中28个教育体系中父母的限制与青少年的数字能力
deleteLarge-Scale Assessments in Education
IF3
delete2026-10-14
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deleteOAAI
deleteJonas Mandalunes
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Confidence over enjoyment? A cross-national explainable machine learning analysis of affective predictors of early science achievement对享受的信心？一项跨国可解释机器学习分析早期科学成就的情感预测因子
deleteLarge-Scale Assessments in Education
IF3
delete2026-10-12
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deleteOAAI
deleteOthman Abu Khurma
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Latent variable or achievement-tailored composite?: The home resources for learning (HRL) index in TIMSS and PIRLS潜在变量还是成就定制的复合指标？：TIMSS和PIRLS中的家庭学习资源(HRL)指数
deleteLarge-Scale Assessments in Education
IF3
delete2026-10-12
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deleteLionel Meng; Daniel Bolt
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Prevalence, predictors, and consequences of rapid guessing among children in elementary school小学儿童快速猜测现象的流行率、预测因素及后果
deleteLarge-Scale Assessments in Education
IF3
delete2026-10-06
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deleteJana Welling; Luis Fischer; Kathrin Thums; Timo Gnambs
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Cognitive skills and long-term life outcomes: evidence from 19 years of PISA 2000 follow-up surveys in Switzerland认知技能与长期生活结果：来自瑞士19年PISA 2000追踪调查的证据
deleteLarge-Scale Assessments in Education
IF3
delete2026-10-01
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deleteOAAI
deleteClaudia Finger; Sandra Hupka-Brunner; Andrés Gomensoro
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Educational productivity in high-performing systems: a comparison of Hong Kong and Singapore on PIRLS 2021高绩效教育体系中的教育生产力：香港与新加坡在PIRLS 2021中的比较
deleteLarge-Scale Assessments in Education
IF3
delete2026-10-01
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deleteGuanyu Chen; Qi Qi; Kuan-Yu Jin; Zhen Wang; Xiaoming Xi
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Grade retention and psychoeducational resources: evidence from PISA 2022 using propensity score matching留级与心理教育资源：基于PISA 2022和倾向得分匹配的证据
deleteLarge-Scale Assessments in Education
IF3
delete2026-09-27
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deleteSamuel Falcon; Yuney Santos
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Crossing metrics: are PISA, national tests, and grades measuring the same?跨领域评估指标：PISA、国家测试和成绩是否衡量相同内容？
deleteLarge-Scale Assessments in Education
IF3
delete2026-09-27
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deleteLinda Borger; Rolf Strietholt; Stefan Johansson; Samuel Greiff
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Explainable AI for predicting and interpreting mathematics achievement: a cross-national analysis of PISA 2018可解释人工智能用于预测和解释数学成就：基于PISA 2018的跨国分析
deleteLarge-Scale Assessments in Education
IF3
delete2026-09-16
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deleteLiu Liu; Rui Dai
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Academic resilience in 75 education systems: how operationalization and threshold choices shape findings on protective factors75个教育系统中的学术韧性：操作化和阈值选择如何塑造保护因素的研究发现
deleteLarge-Scale Assessments in Education
IF3
delete2026-09-08
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deleteMarkéta Žáková; Tomáš Lintner
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Mode effects in the transition to digital testing: evidence from TIMSS in Ireland, Azerbaijan, Bahrain, and Flanders数字化测试转型中的模式效应：来自爱尔兰、阿塞拜疆、巴林和佛兰德地区TIMSS的证据
deleteLarge-Scale Assessments in Education
IF3
delete2026-08-29
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deleteAidan Clerkin; Dries Verhelst; Alaa Radhi Mahmood Mahdi; Shirin Mammadov; Gráinne McHugh
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Machine learning and latent profiles of mathematics achievement in nine European countries机器学习与九个欧洲国家的数学学业成就潜在剖面
deleteLarge-Scale Assessments in Education
IF3
delete2026-08-29
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deleteÖmer Doğan
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School digital conditions and student computer and information literacy across 12 education systems: system-specific multilevel evidence from ICILS 2023学校数字条件与学生计算机和信息素养：基于12个教育系统的ICILS 2023系统特定多层证据
deleteLarge-Scale Assessments in Education
IF3
delete2026-08-29
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deleteSukanya Chaemchoy; Thanakrit Supsin
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Driven to succeed? Teenagers’ achievement motivation, university aspirations, and performance on high-stakes examinations渴望成功？青少年的成就动机、大学抱负以及对高风险考试的表现
deleteLarge-Scale Assessments in Education
IF3
delete2026-08-29
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deleteJohn Jerrim; Kirtana Krishnakumar; Nikki Shure; Gill Wyness
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The validity of school socio-economic status measures: how do indicators from TIMSS and PISA compare to national administrative data sources?学校社会经济地位测量的有效性：TIMSS和PISA的指标与国家行政数据来源的比较如何？
deleteLarge-Scale Assessments in Education
IF3
delete2026-08-27
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deleteLorraine Gilleece; Anastasios Karakolidis; Aidan Clerkin
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Cultural variations in the relationship between school belonging and social-emotional skills: a multi-group structural equation modeling (SEM) analysis学校归属感与社会情感能力关系中的文化差异：一项多组结构方程模型（SEM）分析
deleteLarge-Scale Assessments in Education
IF3
delete2026-08-24
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deleteYuting Tan; Norman B. Mendoza; Susanna Siu-sze Yeung
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How reading comprehension and age at arrival predict achievement among 1st generation immigrant students in Germany: evidence from PISA 2012–2022阅读理解能力和到达年龄对德国第一代移民学生学业成就的预测：来自PISA 2012–2022的证据
deleteLarge-Scale Assessments in Education
IF3
delete2026-08-18
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deleteClievins Selva; Lisa Teufele
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