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ERIC Number: EJ1062320
Record Type: Journal
Publication Date: 2015-May
Pages: 27
Abstractor: As Provided
Reference Count: 63
ISSN: ISSN-0010-4086
Student Engagement and Academic Performance in Mexico: Evidence and Puzzles from PISA
Weiss, Christopher C.; García, Emma
Comparative Education Review, v59 n2 p305-331 May 2015
This paper investigates the relationship between student engagement--with teachers and schools--and academic performance in Mexico. It uses hierarchical linear models and data from the OECD 2003 PISA study to examine the relative importance of engagement in comparison to other educational inputs--school and family characteristics--as predictors of performance. Our findings suggest that stronger engagement with the school positively affects students' achievement. The estimates are similar to those of socioeconomic status or family composition. However, stronger engagement with teachers does not necessarily improve achievement, and can even negatively correlate with performance. The findings provide an insightful approach to understanding the educational process by incorporating a greater diversity of schooling factors, and support the need for evidence of the factors that make up engagement with different school aspects. Additionally, they speak to the influence of policies that contribute to student engagement that may improve academic performance for Mexican students.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mexico
Identifiers - Assessments and Surveys: Program for International Student Assessment