{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/43175"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/43175","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Relationship between family, school, peer, and student characteristics and student scientific literacy in Azerbaijan","abstract":"[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] This study examined the effects of school, family, peer and student individual characteristics on scientific literacy scores. The study analyzed data from the Program of International Student Assessment (PISA) 2006 data collected from 171 schools and 5,184 students in Azerbaijan. Hierarchical Linear Modeling (HLM) was utilized to analyze the effects of school, family, peer and student individual characteristics on scientific literacy scores. The study found that student-level factors explain a slightly higher proportion of variance than school-level predictors. Several student-level effects (gender, parental education and occupation, ability, self-efficacy) and school-level factor (peer academic effects in mathematics) were found to be significantly associated with scientific literacy scores. Other school-level factors (peer socio-economic effects and school inputs) and student-level characteristics (index of home possessions) were not significantly related to scientific literacy scores. The analysis concluded with policy recommendations and offered suggestions for future research.","abstract_html":"[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] This study examined the effects of school, family, peer and student individual characteristics on scientific literacy scores. The study analyzed data from the Program of International Student Assessment (PISA) 2006 data collected from 171 schools and 5,184 students in Azerbaijan. Hierarchical Linear Modeling (HLM) was utilized to analyze the effects of school, family, peer and student individual characteristics on scientific literacy scores. The study found that student-level factors explain a slightly higher proportion of variance than school-level predictors. Several student-level effects (gender, parental education and occupation, ability, self-efficacy) and school-level factor (peer academic effects in mathematics) were found to be significantly associated with scientific literacy scores. Other school-level factors (peer socio-economic effects and school inputs) and student-level characteristics (index of home possessions) were not significantly related to scientific literacy scores. The analysis concluded with policy recommendations and offered suggestions for future research.","abstract_has_math":false,"creators":["Ganiyeva, Lala, 1970-"],"institution":"University of Missouri--Columbia","degree_name":"Ph. D.","degree_level":"Doctoral","degree_discipline":"Educational leadership and policy analysis (MU)","degree_department":null,"school":null,"contributors":[],"advisors":["Curs, Bradley R."],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012","date_published":"2012","updated_at":"2026-07-24T03:08:54Z","subjects":["Literacy scores","Students in Azerbaijan"],"languages":["eng","English"],"rights":["Access to files is limited to the University of Missouri--Columbia with SSO login."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://doi.org/10.32469/10355/43175"],"render_values":[{"text":"https://doi.org/10.32469/10355/43175","href":"https://doi.org/10.32469/10355/43175","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10355/43175","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Curs, Bradley R."]},{"key":"dc:creator","label":"Author","values":["Ganiyeva, Lala, 1970-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-06-11T17:01:07Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-06-11T17:01:07Z"]},{"key":"dc:date.issued","label":"Date","values":["2012"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Columbia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational leadership and policy analysis (MU)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph. D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Columbia"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Literacy scores","Students in Azerbaijan"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Access to files is limited to the University of Missouri--Columbia with SSO login."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/43175","https://doi.org/10.32469/10355/43175"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Title from PDF of title page (University of Missouri--Columbia, viewed on June 11, 2014)."]},{"key":"dc:description.abstract","label":"Abstract","values":["[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] This study examined the effects of school, family, peer and student individual characteristics on scientific literacy scores. The study analyzed data from the Program of International Student Assessment (PISA) 2006 data collected from 171 schools and 5,184 students in Azerbaijan. Hierarchical Linear Modeling (HLM) was utilized to analyze the effects of school, family, peer and student individual characteristics on scientific literacy scores. The study found that student-level factors explain a slightly higher proportion of variance than school-level predictors. Several student-level effects (gender, parental education and occupation, ability, self-efficacy) and school-level factor (peer academic effects in mathematics) were found to be significantly associated with scientific literacy scores. Other school-level factors (peer socio-economic effects and school inputs) and student-level characteristics (index of home possessions) were not significantly related to scientific literacy scores. The analysis concluded with policy recommendations and offered suggestions for future research."]},{"key":"dc:title","label":"Title","values":["Relationship between family, school, peer, and student characteristics and student scientific literacy in Azerbaijan"]}]}],"canonical_facts":{"dc:contributor.advisor":["Curs, Bradley R."],"dc:creator":["Ganiyeva, Lala, 1970-"],"dc:date.accessioned":["2014-06-11T17:01:07Z"],"dc:date.available":["2014-06-11T17:01:07Z"],"dc:date.issued":["2012"],"dc:description":["Title from PDF of title page (University of Missouri--Columbia, viewed on June 11, 2014)."],"dc:description.abstract":["[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] This study examined the effects of school, family, peer and student individual characteristics on scientific literacy scores. The study analyzed data from the Program of International Student Assessment (PISA) 2006 data collected from 171 schools and 5,184 students in Azerbaijan. Hierarchical Linear Modeling (HLM) was utilized to analyze the effects of school, family, peer and student individual characteristics on scientific literacy scores. The study found that student-level factors explain a slightly higher proportion of variance than school-level predictors. Several student-level effects (gender, parental education and occupation, ability, self-efficacy) and school-level factor (peer academic effects in mathematics) were found to be significantly associated with scientific literacy scores. Other school-level factors (peer socio-economic effects and school inputs) and student-level characteristics (index of home possessions) were not significantly related to scientific literacy scores. The analysis concluded with policy recommendations and offered suggestions for future research."],"dc:identifier.uri":["https://hdl.handle.net/10355/43175","https://doi.org/10.32469/10355/43175"],"dc:language":["English"],"dc:language.iso":["eng"],"dc:publisher":["University of Missouri--Columbia"],"dc:rights":["Access to files is limited to the University of Missouri--Columbia with SSO login."],"dc:subject":["Literacy scores","Students in Azerbaijan"],"dc:title":["Relationship between family, school, peer, and student characteristics and student scientific literacy in Azerbaijan"],"dc:type":["Thesis"],"thesis:degree_discipline":["Educational leadership and policy analysis (MU)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ph. D."],"thesis:institution_name":["University of Missouri--Columbia"]},"updated_at":"2026-07-24T03:08:54Z"}