Students’ skipping behavior on truancy items and (school) subjects and its relation to test performance in PISA 2012

摘要: Most large-scale student assessments focus on cognitive competences which are assumed to be acquired at school. This study investigates how skipping lessons purpose is related achievement in the PISA 2012 competence test (mathematics, reading and science). First, a Rasch-residual factor analysis carried out truancy scale order discover dimensionality of as latent construct. Second, proficiency score each three domains predicted using set control variables plus subject-specific truancy. The main findings that comprises four dimensions certain school subjects goes along with lower corresponding domains. most obvious mathematics science, where students who choose extreme response category (skipped ‘3 times more’) about 40 or, respectively, 38 points less than their non-truant classmates.