Page 9 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
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igures and Tables 9
49 Figure 1: Slovenia’s performance in meeting the European
benchmark of ‘students who fail to achieve the basic level
of literacy in PISA’
67 Figure 2: Bivariate correlation coefficients of indices by gender
68 Figure 3: Mean values of indices by gender by achievement groups
68 Figure 4: Bivariate correlation coefficients of indices by gender
by achievement groups
103 Figure 5: A diagram with key terms used in the paper
116 Figure 6: Types of attitude to knowledge of Slovenian students
126 Figure 7: Factors in relation to attitude to knowledge
133 Figure 8: Dynamic model of educational effectiveness (upgrade
of the Creemers and Kyriakides model)
143 Figure 9: Layers of a teacher’s personality: the onion model
189 Figure 10: A comprehensive impact of social and emotional
learning on academic achievement and success in life
248 Figure 11: Correlation between self-concept and student
achievement
259 Figure 12: The desired reciprocal relationship between self-concept,
non-formal and informal knowledge and formal education
41 Table 1: European benchmarks within the framework of I & U 2020
59 Table 2: A comparison between the achievement of Slovenian
15-year-old students and the OECD average and levels achieved
in PISA assessments to date
63 Table 3: Basic characteristic of the analysis sample
49 Figure 1: Slovenia’s performance in meeting the European
benchmark of ‘students who fail to achieve the basic level
of literacy in PISA’
67 Figure 2: Bivariate correlation coefficients of indices by gender
68 Figure 3: Mean values of indices by gender by achievement groups
68 Figure 4: Bivariate correlation coefficients of indices by gender
by achievement groups
103 Figure 5: A diagram with key terms used in the paper
116 Figure 6: Types of attitude to knowledge of Slovenian students
126 Figure 7: Factors in relation to attitude to knowledge
133 Figure 8: Dynamic model of educational effectiveness (upgrade
of the Creemers and Kyriakides model)
143 Figure 9: Layers of a teacher’s personality: the onion model
189 Figure 10: A comprehensive impact of social and emotional
learning on academic achievement and success in life
248 Figure 11: Correlation between self-concept and student
achievement
259 Figure 12: The desired reciprocal relationship between self-concept,
non-formal and informal knowledge and formal education
41 Table 1: European benchmarks within the framework of I & U 2020
59 Table 2: A comparison between the achievement of Slovenian
15-year-old students and the OECD average and levels achieved
in PISA assessments to date
63 Table 3: Basic characteristic of the analysis sample
