 Collaboration and socio-economic inequality: Estimating the effects of intra-school and inter-school inequality on collaborative problem-solving skillsPaul E. Sum and Gabriel Bădescu International Journal of Educational Development, 2023, vol. 102, issue C Abstract: The Programme for International Student Assessment (PISA), the world’s most extensive assessment of student scholastic abilities, included in its 2015 cycle a human-agent measure of collaborative problem-solving skills (CPS). To better understand the development of collaboration proficiency in youth, we assess the effects on CPS of several individual, mezzo, and national level variables, focusing on intra-school and inter-school wealth inequality. The results of the three-level hierarchical linear models on 46 countries show that both types of inequality have negative effects on CPS individual scores. In the case of intra-school inequality, the negative effect holds after controlling for individual differences in science performance. Generalized trust and political equality, measured at the national level, counteract these effects independently, reaffirming the importance of education to democratic citizenship and institutions. Keywords: Collaborative problem solving; Inequality; Generalized trust; Political equality; PISA 2015 (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:102:y:2023:i:c:s0738059323001190 DOI: 10.1016/j.ijedudev.2023.102843 Access Statistics for this article International Journal of Educational Development is currently edited by Stephen P Heyneman More articles in International Journal of Educational Development from Elsevier |
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