Zastosowanie SEM do oceny różnic w uwarunkowaniach osiągnięć matematycznych polskich 15-latków w badaniach PISA 2003 i 2012
The application of SEM to assess differences in the conditions of mathematics achievements of Polish 15-year-olds in PISA 2003 and 2012

Summary/Abstract: The article compares the learning environments in the years 2003 and 2012 in order to clarify the reasons for the significant increase in the mathematical skills level of Polish 15-year-olds in those years as pointed by PISA studies. We studied the effect of school and family factors as well as students’ non-cognitive achievements on mathematics scores in PISA. In addition, SEM was used in subgroups in order to check whether the role of investigated factors changed over time. The research model adopted allowed to explain a large part of variability of students’ mathematical achievements.Analyses carried out on a sample of 8,966 people revealed significant, positive changes in the students’ family environment: conditions at home improved and parents’ educational level increased. The impact of home factor on non-cognitive student achievement intensified. School principals pointed to the favourable changes in the school environment. In turn, students’ attitude towards school became less optimistic and their sense of belonging weakened. Also the non-cognitive performance of pupils deteriorated over time.

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