تقرير
Hunger and Learning Environment: Global Patterns in Student Hunger and Disorderly Behavior in Math Lessons. Briefs in Education. Number 22
| العنوان: | Hunger and Learning Environment: Global Patterns in Student Hunger and Disorderly Behavior in Math Lessons. Briefs in Education. Number 22 |
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| اللغة: | English |
| المؤلفون: | Yusuf Canbolat, Leslie Rutkowski, International Association for the Evaluation of Educational Achievement (IEA) (Netherlands) |
| المصدر: | International Association for the Evaluation of Educational Achievement. 2024. |
| الإتاحة: | International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nlTest |
| تمت مراجعته من قبل الزملاء: | N |
| Page Count: | 8 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Reports - Research |
| Education Level: | Grade 8 Junior High Schools Middle Schools Secondary Education |
| الواصفات: | Hunger, Behavior Problems, Student Behavior, Correlation, Mathematics Instruction, Attention, Self Control, Foreign Countries, Achievement Tests, Mathematics Achievement, Poverty, Grade 8 |
| مصطلحات جغرافية: | Latin America, Europe, Asia, Middle East, Africa, North America, Australia, New Zealand |
| معرفات التقييم و الدراسة: | Trends in International Mathematics and Science Study |
| تدمد: | 2589-7039 |
| مستخلص: | It is well understood that when students are experiencing hunger, their ability to learn suffers. What is less understood is why this is the case and the role of the learning environment. Using Trends in International Mathematics and Science Study (TIMSS) 2019 data, this brief examines how student hunger is correlated with how disorderly the classroom environment is during math lessons. Even though the data does not allow the unpacking of why students come to school hungry, the authors found a consistent relationship between hunger and disorderly classroom environment, without any exception, across 38 TIMSS 2019 participating countries. This relationship holds even after controlling differences in student and classroom socioeconomic status, class size, teacher experience, and educational attainment. These findings suggest that when students come to school hungry, they have a harder time paying attention and regulating their behavior. This can result in a disorderly and less effective learning environment for all students, even those not experiencing hunger. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| رقم الانضمام: | ED646989 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2589-7039 |
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