IMPACT OF NATIONAL CULTURE ON PUPILS PISA RESULTS: THE CASE OF EUROPEAN COUNTRIES
DOI:
https://doi.org/10.24193/subbnegotia.2019.1.06Keywords:
Pupils' results, national cultural dimensions, culture, quality of education.Abstract
Objective: This paper aims at finding out whether the national cultural dimensions affect the quality of European education systems. The research question therefore focuses on whether and how large is the impact of national cultural dimensions on pupils' results measured by PISA results. Methodology: We used data on the national cultural dimensions from the GLOBE project and we used the PISA results for pupils' results. We did Structural Equation Model (SEM) for our empirical analysis. This model was preferred because it helped to establish the causal relationship between the cultural dimensions and pupil’s performance. Results: Our results have demonstrated that: pupils' performance are influenced by some national cultural dimensions. PISA results correlate negatively with the cultural dimension values of Uncertainty Avoidance and Future Orientation, on the other hand PISA results positively correlate with performance Orientation values and Assertiveness values. Implication: This research presents and elucidates significant cultural factors that affect pupils' results. It gives an impulse to understanding the cultural formulas that apply in the learning process. This knowledge allows for the appropriate and timely implementation of effective learning methods that have a positive impact on pupils' results.
JEL Code: I21, I24, I29
References
Barro, R.J. (1991). Economic growth in a cross section of countries. The quarterly journal of economics, 106(2), 407-443.
Bayat, M.S., & Fox, W. (2007). A guide to managing research. Cape Town: Juta.
Card, D., & Krueger, A.B. (1996). School resources and student outcomes: an overview of the literature and new evidence from North and South Carolina. Journal of economic Perspectives, 10(4), 31-50.
Chiu, C.Y., Morris, M.W., Hong, Y.Y., & Menon, T. (2000). Motivated cultural cognition: The impact of implicit cultural theories on dispositional attribution varies as a function of need for closure. Journal of personality and social psychology, 78(2), 247.
Den Hartog, D.N., & Dickson, M.W. (2004). Leadership and culture. In J. Antonakis, A.T. Cianciolo, & R.J. Sternberg (Eds.), The nature of leadership (pp. 249-278). Thousand Oaks, CA, US: Sage Publications, Inc.
Dennehy, E. (2015). Hofstede and learning in higher level education: an empirical study. International Journal of Management in Education, 9(3), 323-339.
Dijkstra, T.K., & Henseler, J. (2015). Consistent and asymptotically normal PLS estimators for linear structural equations. Computational statistics & data analysis, 81, 10-23.
Dumont, R.V., & Wax, M.L. (1971). Cherokee school society and the intercultural classroom. Open University, School and Society: a Sociological Reader, 77-85.
Eldridge, K., & Cranston, N. (2009). Managing transnational education: does national culture really matter? Journal of Higher Education Policy and Management, 31(1), 67-79.
Geertz, C. (1973). The Interpretation of Cultures: Selected Essays. New York: Basic Book. Inc. Publishers.
Hair, J.F., Sarstedt, M., Ringle, C.M., & Mena, J.A. (2012). An assessment of the use of partial least squares structural equation modeling in marketing research. Journal of the academy of marketing science, 40(3), 414-433.
Hanushek, E.A. (1997). Assessing the effects of school resources on student performance: An update. Educational evaluation and policy analysis, 19(2), 141-164.
Hanushek, E.A., & Woessmann, L. (2012). Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation. Journal of economic growth, 17(4), 267-321.
Henseler, J. (2017). Bridging design and behavioral research with variance-based structural equation modeling. Journal of advertising, 46(1), 178-192.
Henseler, J., & Chin, W.W. (2010). A comparison of approaches for the analysis of interaction effects between latent variables using partial least squares path modeling. Structural Equation Modeling, 17(1), 82-109.
Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Beverly Hills, CA: Sage.
Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions and organizations across nations. London: Sage publications.
Hofstede, G., & Bond, M.H. (1984). Hofstede's culture dimensions: An independent validation using Rokeach's value survey. Journal of cross-cultural psychology, 15(4), 417-433.
Hofstede, G., & Hofstede, G.J. (2005). Culture's Consequences. Software of the Mind. London: McGraw Hill.
Hong, Y.Y., Morris, M.W., Chiu, C.Y., & Benet-Martinez, V. (2000). Multicultural minds: A dynamic constructivist approach to culture and cognition. American psychologist, 55(7), 709.
House, R.J., Hanges, P.J., Javidan, M., Dorfman, P.W., & Gupta, V. (Eds.). (2004). Culture, leadership, and organizations: The GLOBE study of 62 societies. Sage publications.
House, R., Javidan, M., Hanges, P., & Dorfman, P. (2002). Understanding cultures and implicit leadership theories across the globe: an introduction to project GLOBE. Journal of world business, 37(1), 3-10.
Kartous, B. (2014, October 7). Pět procent nejhorších učitelů dělá rozdíl mezi ČR a Finskem. Retrieved from https://www.eduin.cz/clanky/pet-procent-nejhorsich-ucitelu-dela-rozdil-mezi-cr-a-finskem/
Levine, R., & Renelt, D. (1992). A sensitivity analysis of cross-country growth regressions. The American economic review, 942-963.
Lopes, D.A.F. (2017). Culture, institutions and school achievement in Brazil. Dissertação (Mestrado) - Universidade Católica de Brasília, Distrito Federal.
Mankiw, N.G., Romer, D., & Weil, D.N. (1992). A contribution to the empirics of economic growth. The quarterly journal of economics, 107(2), 407-437.
Mazouch, P., & Fischer, J. (2011). Lidský kapitál–měření, souvislosti, prognózy. Praha: CH Beck.
Nisbett, R.E., & Masuda, T. (2003). Culture and point of view. Proceedings of the National Academy of Sciences, 100(19), 11163-11170.
OECD (2016). PISA 2015: Results in focus. Paris, France: OECD Publishing.
Osland, J.S., & Bird, A. (2000). Beyond sophisticated stereotyping: Cultural sensemaking in context. Academy of Management Perspectives, 14(1), 65-77.
Peng, K., Ames, D., & Knowles, E.D. (2001). Culture and human inference: Perspectives from three traditions. Handbook of culture and psychology, 245-264.
Peng, K., & Knowles, E.D. (2003). Culture, education, and the attribution of physical causality. Personality and Social Psychology Bulletin, 29(10), 1272-1284.
Peng, K., & Nisbett, R.E. (1999). Culture, dialectics, and reasoning about contradiction. American psychologist, 54(9), 741.
Planel, C. (1997). National cultural values and their role in learning: A comparative ethnographic study of state primary schooling in England and France. Comparative education, 33(3), 349-373.
Pritchett, L. (2001). Where has all the education gone? The world bank economic review, 15(3), 367-391.
Provazníková, R., Chlebounová, D. (2018). Analysis of Basic Features of Education Systems and Their Influence on the Results of PISA 2015 and PIRLS 2016 Research in European OECD Countries. In Proceedings of the 22nd International Conference Current Trends in Public Sector Research, (pp. 329-336). Šlapanice, Masarykova univerzita, Brno.
Průcha, J. (2018). Vzdělávací systémy v zahraničí: Encyklopedický přehled školství v 30 zemích Evropy, v Japonsku, Kanadě, USA. Praha: Wolters Kluwer.
Schwartz, S. (1994). Beyond individualism/collectivism: New cultural dimensions of values. In U. Kim&H. Triandis (Eds.), Individualism and collectivism: Theory, method, and applications: 85-119. Thousand Oaks, CA: Sage.
Sørensen, R.J., Iversen, M.J., From, J., & Bonesrønning, H. (2016). Culture and school performance: Evidence from second generation immigrants to Norway. [S.l.], 2016. (BI, Working Paper).
Triandis, H. (1995). Individualism and collectivism. Boulder, CO: Westview.
Van Riel, A.C., Henseler, J., Kemény, I., & Sasovova, Z. (2017). Estimating hierarchical constructs using consistent partial least squares: The case of second-order composites of common factors. Industrial management & data systems, 117(3), 459-477.
Vinzi, V.E., Trinchera, L., & Amato, S. (2010). PLS path modeling: from foundations to recent developments and open issues for model assessment and improvement. In Handbook of partial least squares, (pp. 47-82). Springer, Berlin, Heidelberg.
Young, R. (1983). Williams, Keywords: A Vocabulary of Culture and Society. Archivaria, 17, 323-324.
Zawojska, A. (2010). Determinants of farmers’ trust in government agricultural agencies in Poland. Agricultural Economics, 56(6), 266-283.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 Studia Universitatis Babeș-Bolyai Negotia
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
