Ефекти културног капитала на образовна постигнућа ученика - секундарна анализа PISA студије
The effects of cultural capital on academic achievement: A secondary analysis of a PISA study

Summary/Abstract: This paper presents the results of a secondary analysis of empirical data obtained as part of a Programme for International Student Assessment (PISA) study conducted in 2009. The study focused on measuring cultural capital and determining its relationship with the educational achievement of high school students. Cultural capital was measured in all three of its forms – institutionalized (parents’ educational background), objectified (possession of material goods for cultural consumption, such as books and works of art), and embodied (students’ reading habits), while academic achievement was viewed through reading competencies and grades achieved in the subject of Serbian language. The results of the study, conducted on a representative sample of 4,843 Serbian high school students, confirmed the hypothesis that cultural capital is a predictor of academic achievement, and that an increase in cultural capital correlates with an increase in academic achievement. Furthermore, cultural capital and academic achievement are correlated with students’ socioeconomic status (SES), with students with a higher socio-economic status having more cultural capital, higher grades in Serbian and higher reading competencies than their peers with lower SES. A comparison of the effect of cultural capital on the educational attainment of the two groups of students based on the SES criterion suggests that cultural capital has a stronger impact on the educational attainment of students with higher SES than those with lower SES.

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