„Excelling in examinations in East Asia opens doors to prestigious universities. The future socioeconomic status of individuals is a result of their diligent studies. Diligence becomes the pathway to upward mobility, especially for children from low-income families […]. The long-term orientation of the collectivist culture in East Asia encourages young individuals to strive consistently in their academic pursuits, ultimately resulting in success.“
Univ.-Prof. Dr. Tao Jiang u. a., Typologies of secondary school student academic resilience in science with classroom and school context predictors (2024), S. 6.

„Die empirischen Befunde legen nahe, dass ein hoher Kompetenzzuwachs der Schüler/-innen durch eine effiziente Klassenführung, ein hohes Ausmaß an kognitiver Aktivierung, ein mittleres Maß an Klassenunterricht und Partner-/Gruppenarbeiten sowie eine leistungsstarke Klassenkomposition begünstigt wird.“
Dr. Max Nachbauer, Die Effekte von Schule auf Leistungsentwicklung und Leistungsunterschiede nach sozialer Herkunft (2023), S. 8.

„Es ist deutlich, dass die Rolle der Familie in der Förderung von Bildung und Ehrgeiz bei Jugendlichen von großer Bedeutung ist. Die Werte und Einstellungen, die in der Kindheit vermittelt werden, können einen langanhaltenden Einfluss auf die Einstellungen und das Verhalten im späteren Leben haben. Daher ist es entscheidend, Bildung als einen gemeinsamen Wert in der Familie zu etablieren und die Jugendlichen in ihren Bemühungen um Bildung und Erfolg zu unterstützen, selbst wenn dies manchmal indirekt geschieht.“
Mag. Petra Tamler, Eltern, Kinder und Bildungs- & Berufsentscheidungen (2023), S. 46.

„Our findings indicate that teacher experience has a salient effect on children’s non-cognitive outcomes. In particular, teacher experience is a significant, positive predictor of students’ self-control, interpersonal skills, and approaches to learning and a negative correlate of externalizing problem behaviors.“
Univ.-Prof. Dr. Spyros Konstantopoulos u. a., Class size and teacher effects on non‑cognitive outcomes in grades K‑3. In: Large-scale Assessments in Education (2023) 11:33, S. 17.

„Academic motivation is widely recognized as a crucial psychological asset for students and a predictor of their academic success.“
Demos Michael u.a., Mediating effects of motivation and socioeconomic status on reading achievement. In: Large-scale Assessments in Education (2023), 11:31, S. 6.

„Teachers worldwide face a heavy workload that is also accompanied by demands from school administrators, peers and colleagues, as well as students and their parents. Teacher stress is conceptualised as the experience of unpleasant and negative emotions resulting from their daily work. A number of different stressors, related to a teachers’ workload and classroom factors, have been previously reported in empirical literature. These include, for instance, discipline problems, time pressures and poor student motivation, amongst others.“
Univ.-Prof. Dr. Marcela Pozas u. a., The effects of differentiated instruction on teachers’ stress and job satisfaction. In: Teaching and Teacher Education 122 (2023), S. 2.

„Self-control has been shown to be a reliable predictor of academic performance as measured by course grades and standardised achievement tests exceeding the impact of cognitive skills.“
Mykolas Steponavičius u. a., Social and emotional skills: Latest evidence on teachability and impact on life outcomes (2023), S. 60.

„Student engagement is an important aspect to consider in the context of PISA because performance in such low-stakes assessments reflects not just students’ skill but also their will.“
OECD (Hrsg.), PISA in Focus 119 (Oktober 2022), S. 5.

„Boys, socio-economically disadvantaged students, as well as students with an immigrant background are more likely to show disengagement.“
Dr. Janine Buchholz u. a., Developing measures of engagement in PISA (2022), S. 3.

„The results of achievement tests in low-stakes large-scale assessments such as PISA can be regarded as a product of students’ 'skill and will'.“
Dr. Janine Buchholz u. a., Developing measures of engagement in PISA (2022), S. 8.

„The distribution for non-response rate shows another interesting pattern: the nine countries/economies on the low end of the distribution, exhibiting the lowest non-response rates overall, are exclusively located in East and Southeast Asia. Nonresponse rate as a measure of disengagement would thus lead to conclude that students in these countries/economies are, on average, more engaged when working on the questionnaire.“
Dr. Janine Buchholz u. a., Developing measures of engagement in PISA (2022), S. 19.

„Student engagement is of central importance in the context of low-stakes large-scale assessments such as PISA.“
Dr. Janine Buchholz u. a., Developing measures of engagement in PISA (2022), S. 33.

„The low correlation between self-report and behavioural measures suggest that some students might not be able to correctly evaluate their actual engagement, or that they might be inclined to declare they have been effortful because of social desirability.“
Dr. Janine Buchholz u. a., Developing measures of engagement in PISA (2022), S. 33.

„While female students at upper secondary typically display on average higher levels of academic performance, they also show higher levels of reported stress prior to the exam which may contribute to an enhanced demand for SE (Anm.: SE = Shadow Education).“
Univ.-Prof. Dr. Selina McCoy u. a., Shadow Education uptake among final year students in secondary schools in Ireland (2022), S. 6.

„Children with high cognitive skills in preschool were found to be particularly likely to be more self-reliant, to show more persistence of effort, to cope better with school demands, and to be socially better integrated into class. Children who adapt well to school life are more likely to enjoy going to school, to make friends, and to develop a sense of belonging in school.“
Melike Ömeroğulları u. a., Relationships Between School Enjoyment, Social Integration, and Achievement at the Beginning of Primary School: Does Family Background Matter?. In: European Journal of Psychology and Educational Research, 2022, Volume 5, Issue 2, S. 128.

„Students who enjoy going to school and learning show more interest in learning content, have higher persistence of effort, engage more in lessons, and have fewer behavioral problems.“
Melike Ömeroğulları u. a., Relationships Between School Enjoyment, Social Integration, and Achievement at the Beginning of Primary School: Does Family Background Matter?. In: European Journal of Psychology and Educational Research, 2022, Volume 5, Issue 2, S. 128.

„The relationships between emotions and achievement and between well-being and achievement are reciprocal. That is, not only do positive emotions and well-being at school affect achievement, but high performance also fosters positive emotions and higher well-being in return.“
Melike Ömeroğulları u. a., Relationships Between School Enjoyment, Social Integration, and Achievement at the Beginning of Primary School: Does Family Background Matter?. In: European Journal of Psychology and Educational Research, 2022, Volume 5, Issue 2, S. 129.

„Evidence from the 2018 PISA study indicates that when comparing 15-year-old students with similar characteristics in terms of socio-economic background, gender, age, immigration status and type of school attended, youngsters who developed stronger attitudes towards learning performed significantly better in reading, mathematics and science than those with weaker attitudes. […] Students’ enjoyment of reading, motivation to master tasks and self-efficacy in particular were highly associated with achievement.“
OECD (Hrsg.), OECD Skills Outlook 2021 (2021), S. 29.

„When parents provide emotional support to their children through behaviours that support their efforts and enhance their confidence, these children are more likely to internalise strong lifelong learning attitudes.“
OECD (Hrsg.), OECD Skills Outlook 2021 (2021), S. 34.

„Together with teachers, parents play a key role in furthering children’s cognitive and non-cognitive abilities. Parental involvement in a child’s education starts early in life, continuing through childhood and adolescence. Children of parents who are involved in their development tend to have greater belief in their self-efficacy, stronger intrinsic motivation to learn and higher mastery goals.“
OECD (Hrsg.), OECD Skills Outlook 2021 (2021), S. 74.

„Early childhood is an important phase, during which individuals can build strong foundations and develop cognitive functions, as well as the socio-emotional and motivational skills needed to engage in lifelong learning.“
OECD (Hrsg.), OECD Skills Outlook 2021 (2021), S. 103.

„In PISA 2018, girls outperformed boys in reading by 25 points after accounting for students’ socio-economic backgrounds. However, boys’ average index of perception of the difficulty of the PISA test was significantly lower than girls, meaning boys reported that they felt the test was easier than what girls reported. […] Students’ perceptions of how good (or bad) they are at reading, and more generally, how competent they are, have important ramifications. They influence how well students motivate themselves, set goals and persevere in the face of difficulties. These are critical qualities for improving reading skills, which require persistent practice.“
OECD (Hrsg.), 21st-Century Readers (2021), S. 106.

„PISA 2018 […] asked students how many pages was the longest piece of text they had to read for their language test lessons (i.e. the language they took the test in) during the last academic year. […] In Canada, Denmark, Finland, and the United Kingdom more than 70 % of students reported that the longest piece of text they had to read for school was 101 pages or more.“
OECD (Hrsg.), 21st-Century Readers (2021), S. 124.
In Österreich waren es hingegen nur 43 %. (Quelle: ibidem, Fig. 6.5.)

„According to Hattie the potential predictors of achievement reside in students themselves. Student’s gender, school absenteeism, early numerical and reading skills, preschool education, perceptions, attitudes and the frequency of speaking test language at home are some of the fundamental student-related factors presented in the literature.“
Univ.-Prof. Dr. Ekber Tomul u. a., The relative effect of student, family and school‑related factors on math achievement by location of the school (2021), S. 2.

„Teachers who see themselves as responsible for their students’ learning and do not expect students to learn primarily on their own are more effective. Accordingly, it is important to try to maintain a high-energy classroom atmosphere and consider oneself the primary factor in a student’s learning.“
Kevin Butler, The Value of Direct Instruction for At-Risk Students. In: Journal of Education and Development; Vol. 4, No. 2; August 2020, S. 12.

„The wellbeing of teachers and trainers influences their job satisfaction and enthusiasm for their work, and has an impact on the attractiveness of their profession, and subsequently on their retention in the profession. It is an important factor in quality and performance, correlating with their own motivation and with the motivation and achievements of their learners.“
EU-Kommission (Hrsg.), Council conclusions on European teachers and trainers for the future. In: Official Journal of the European Union, C 193/16, Ziffer 24, 9. Juni 2020.

„Children view allocation to a secondary school track as important and exhibit strong preferences for higher tracks. […] Granting parents free choice effectively reduces incentives for children to perform well in primary school in order to be allowed to attend a higher track.“
Maximilian Bach u. a., Understanding the Response to High-Stakes Incentives in Primary Education (2020), S. 1f.

„Achievement-based selection can improve student achievement before selection takes place by raising incentives to study. This effect has to be taken into account when evaluating school systems with different degrees of selectivity. Our results suggest, for example, that even if students do not benefit from attending selective schools, the presence of selective schools alone can enhance skill acquisition if strong preferences for them induces greater study effort.“
Maximilian Bach u. a., Understanding the Response to High-Stakes Incentives in Primary Education (2020), S. 6.

„A robust and problematic finding across studies is that while children have high levels of intrinsic motivation to learn mathematics when they enter school – and it remains relatively high throughout elementary school – by the end of lower secondary school, they tend to have considerably less motivation.“
Dr. Ole Kristian Bergem u. a., Can Teachers’ Instruction Increase Low-SES Students’ Motivation to Learn Mathematics?. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 14.

China: „The motivation to learn, the willingness to achieve, the ability to set learning goals and a positive attitude toward school all relate positively to higher learning outcomes in mathematics, science and reading. The relationship is particularly strong for students from disadvantaged backgrounds, who seem to be determined and motivated to improve their lives through educational success.“
OECD (Hrsg.), Benchmarking the Performance of China's Education System (2020), S. 19.

„The Chinese education system is characterised by a rather high degree of competition, first among students, but also between schools.“
OECD (Hrsg.), Benchmarking the Performance of China's Education System (2020), S. 22.

„A positive attitude towards competition as well as high motivation to master tasks appear to be more beneficial for students from disadvantaged socio-economic backgrounds than for students from more advantaged backgrounds.“
OECD (Hrsg.), Benchmarking the Performance of China's Education System (2020), S. 104.

„Homework can have a positive influence on student achievement and also on the development of attitudes towards achievement, such as motivation and self-regulation. […] PISA findings also suggest that homework can help students succeed academically. Students who spend more time doing homework tended to score higher in mathematics, even after accounting for their social and demographic background.“
OECD (Hrsg.), PISA 2018 Results. Effective Policies, Successful Schools (2020), S. 142.

„Good classroom discipline, an orderly learning environment, and few disruptions of instruction are considered prerequisites for a good school climate and instructional quality.“
Univ.-Prof. Dr. Ronny Scherer, The Case for Good Discipline? Evidence on the Interplay Between Disciplinary Climate, Socioeconomic Status, and Science Achievement from PISA 2015. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 198.

„In almost all participating education systems, 15-year-old students who report greater motivation to achieve also perform better in the PISA assessment. Students in socio-economically advantaged environments perform better and show greater motivation than students in disadvantaged environments.“

OECD (Hrsg.), „PISA in Focus 92“ (Jänner 2019), S. 1

„Jugendliche mit einem Migrationshintergrund aus den islamischen Herkunftsländern oder aus Osteuropa, der Ex-UdSSR oder aus Ex-Jugoslawien identifizieren sich […] besonders stark mit den Leistungs- und Tüchtigkeitsnormen, deutlich stärker als Jugendliche ohne Migrationshintergrund.“
Univ.-Prof. Dr. Mathias Albert, Jugend 2019 – 18. Shell Jugendstudie: Eine Generation meldet sich zu Wort (2019), S. 23.

„Als besonders belastend scheinen die Lehrkräfte gewisse Schülereigenschaften bzw. -verhaltensweisen zu empfinden. […] Zunächst scheinen lernunwillige Schülerinnen und Schüler eine Belastung darzustellen: Fast 65 % geben an, davon gestresst zu sein, mehr als 45 % sehr. Ebenso scheint die mangelnde Konzentrationsfähigkeit der Schülerinnen und Schüler problematisch zu sein. Über 60 % der Befragten geben das an.“
Mag. Dr. Jörg Spenger u. a., „Under pressure. Berufsvollzugsprobleme und Belastungen von Lehrpersonen. Eine empirische Studie.“ (2019), S. 39

„The main mechanism through which ECI (Anm.: ECI = Early Childhood Intervention) programs achieve results is by improving what economists call noncognitive skills. These skills comprise attitudes and behaviors that make people succeed in social interactions in both school and the workplace, such as motivation, patience, perseverance, self-control, and the capacity to evaluate the consequences of today’s action on future outcomes. Several studies show that such skills are crucial for success in life, more so than cognitive skills measured by IQ tests.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 155

„Focusing on educational attainment, motivation and engagement are found to be crucial components in students’ learning outcome. Heckman and Kautz found that non-traditional competences are a better predictor of high-school graduation than cognitive competences measured via standardised tests.“
EU-Kommission (Hrsg.), Beyond achievement (2019), S. 10.

„The provision of extracurricular activities and a positive school climate were found to systematically and positively correlate with students’ engagement, effort and perseverance.“
EU-Kommission (Hrsg.), Beyond achievement (2019), S. 70.

„A large portion of teacher effects on student long-term outcomes, like college attendance, is not explained by teacher effects on student achievement, suggesting that good teachers not only increase students’ test scores, but also impact other capacities. As one example, teachers may affect students’ school engagement, which can have long-term benefits even if it does not improve test scores in the short run.“
Dr. Jing Liu u. a., Engaging Teachers: Measuring the Impact of Teachers on Student Attendance in Secondary School (2019), S. 1.

PISA 2018: „On average across OECD countries, students who disagreed or strongly disagreed with the statement 'Your intelligence is something about you that you can’t change very much' scored 41 points higher in reading than students who agreed or strongly agreed with the statement.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 203

„One of the most important factors related to achievement, both in school and in life, is the motivation to achieve. In many cases, people with less talent, but greater motivation to reach their goals, are more likely to succeed than those who have talent but are not capable of setting goals for themselves and staying focused on achieving them.“
OECD (Hrsg.), PISA 2018 Results. Where All Students Can Succeed (2019), S. 162.

„Im OECD-Vergleich schwach ausgeprägt ist auch die Leistungsmotivation der Schüler mit Migrationshintergrund in Österreich: Insgesamt zählen 57 Prozent zur Gruppe der ‚Motivierten‘ - im OECD-Schnitt sind es 70 Prozent, im EU-Schnitt 66 Prozent. Besonders hoch ist die Motivation der Migranten in den angloamerikanischen Ländern mit Werten jeweils weit über 80 Prozent. Die migrantischen Schüler in Österreich könnten sich damit zwar ein Vorbild an ihren Kollegen in anderen Ländern nehmen, nicht aber an den ‚Einheimischen‘ in Österreich: Deren Motivation liegt nämlich noch niedriger (43 Prozent).“

Die Presse online am 19. März 2018

„Zwei nicht-kognitive Persönlichkeitsmerkmale, die auf den späteren Lebenserfolg (Beruf, Partnerschaft etc.) und die optimale Potenzialentfaltung nachweislich wesentlichen Einfluss haben, sind Selbstkontrolle und Durchhaltevermögen.“
Mag. Florian Schmid. In: özbf (Hrsg.), „begabt & exzellent“, Ausgabe 2, 2018, S. 5

„Students’ motivation to achieve the best they can in school and in their lives in general is one of the attitudes that make a difference. […] 16 % of highly motivated students are nationally resilient students and 9 % are among students who reported low motivation to achieve.“
OECD (Hrsg.), „Equity in Education“ (2018), S. 107f

„Students who invest greater effort and perseverance (students in the top quarter of the index of effort and perseverance) are more likely to complete university than students who invest less effort and perseverance (students in the bottom quarter of the index).“
OECD (Hrsg.), „Equity in Education“ (2018), S. 159

„In the case of school, conscientiousness is the most important factor aside from cognitive abilities when it comes to school performance.“

Dr. Richard Göllner u. a., „Is doing your homework associated with becoming more conscientious?“. In: Journal of Research in Personality 71 (2017), S. 1

„Conscientiousness falls into the category of ‘‘non-cognitive” factors that are now acknowledged as complementary to but just as important as cognitive ability in determining human capital outcomes, such as educational attainment and occupational success.“

Dr. Richard Göllner u. a., „Is doing your homework associated with becoming more conscientious?“. In: Journal of Research in Personality 71 (2017), S. 1

„Achievement motivation is positively related to performance at school and to life satisfaction. On average across OECD countries, students in the top quarter of the index of achievement motivation score 37 points higher in science and reported 0.7 point higher life satisfaction (on a scale from 0 to 10) than students in the bottom quarter of the index.“

OECD (Hrsg.), „PISA 2015. Students’ Well-Being“ (2017), S. 94

„In all PISA countries and economies except Belgium and Switzerland, disadvantaged students have lower levels of achievement motivation than advantaged students.“

OECD (Hrsg.), „PISA 2015. Students’ Well-Being“ (2017), S. 94

„Eine Schwächung des Leistungsprinzips ist gerade für diejenigen wenig zuträglich, die sich unter erschwerten Lebensbedingungen auf den Bildungsweg machen.“

Univ.-Prof. Dr. Bernd Ahrbeck, „Inklusion“ (2016), S. 99

„School emphasis on academic success had the most significant influence on the relationship between SES and achievement. In Australia, Canada (Quebec), Chinese Taipei, Finland, Lithuania, and Slovenia, more equity was observed in schools with greater emphasis on academic success.“

Dr. Trude Nielsen u. a., „Are school characteristics related to equity?“ (2016), S. 4

„Perseverance refers to actual behaviour and can be defined as a general predisposition towards completing goals despite difficulty, lack of progress, failure and lack of motivation. Previous OECD reports and a large body of research show that being perseverant and determined is important for academic success.“

OECD (Hrsg.), „Low-Performing Students“ (2016), S. 112

„Wichtig wäre, das Fachpersonal an allgemeinbildenden Schulen bei der Hinführung zu Leistung (nicht gleichzusetzen mit Überforderung) zu stärken, denn nicht selten entstehen Absenkung des Leistungsniveaus und beschönigende Notengebung auf massiven Druck seitens Eltern und auch Politik, die in Folge Probleme junger Menschen in Ausbildung und Studium beklagen.“

Dr. Christine Henry-Huthmacher u. a., „Ausbildungsreife & Studierfähigkeit“ (2016), S. 8

„To be successful, not only in education but also in real life, students need to be willing to engage with problems and be open to new challenges.“

OECD (Hrsg.), „Netherlands 2016 – Foundations for the Future“ (2016), S. 84

„Overall, some of school characteristics that were found to be associated with achievement are (ordered by the strength of the correlation): strong emphasis on academic success, strong and orderly school environment, and adequate environment and resources.“

EU-Kommission (Hrsg.), „Teaching Practices in Primary and Secondary Schools in Europe“ (2015), S. 21f

„Boys are most responsive to being ranked with respect to grades, whereas girls react most strongly to the incentive of receiving a prize for high rank. […] This could be because girls attach relatively more importance to reflected appraisals, whereas boys attach relatively more importance to social comparisons. Both rank-based incentives and receiving a symbolic reward offer sources of reflected appraisals, while rank-based incentives offer a more direct form of competition and social comparison.“

Nina Jalava u. a., „Grades and rank: Impacts of non-financial incentives on test performance“. In: „Journal of Economic Behavior & Organization“ 115 (2015), S. 189–191

„The very process of devising and organising a homework plan can help students develop self-regulation and perseverance, learn how to set goals and sub-goals for themselves, and follow through. It also teaches students about the perils of procrastination when facing binding deadlines.“

OECD (Hrsg.), „The ABC of Gender Equality in Education“ (2015), S. 156

„When students believe that investing effort in learning will make a difference, they score significantly higher in mathematics.“

OECD (Hrsg.), „PISA in Focus 37“ (März 2014), S. 1

„Studies show that Asian and Asian-American students tend to view cognitive abilities as qualities that can be developed through effort, whereas white Americans tend to view cognitive abilities as qualities that are inborn.“

Dr. Amy Hsin u. a., „Explaining Asian Americans’ academic advantage over whites“ (2014), S. 3f

„Finnish teachers are better paid than their peers and enjoy a lighter teaching workload than average. […] On average, actual salaries of upper secondary teachers are 9 % higher than those of other tertiary educated workers whereas their peers across OECD countries earn 8 % less.“

OECD (Hrsg.), „Education at a Glance 2014 – Country Note Finland“ (2014), S. 1

„Students with the highest achievement typically attended schools that emphasize academic success, as indicated by rigorous curricular goals, effective teachers, students that desire to do well, and parental support.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 113

„In order to achieve excellence, it is not enough to simply 'keep order'; the school administration and teachers as well as the students and their parents must press for academic success. A school with a positive atmosphere supportive of high achievement and a rigorous academic program can even overcome socioeconomic disadvantages.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 113f

„Singapore is characterised by strong meritocratic values, and gifted education is accessible to all, irrespective of family, religious, sexual or other differences.“

Dr. János Gordon Győri, „Talent Support in Southeast Asia: The Singapore Example“. In: Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 152

„Typically in a Shanghai classroom, students are fully occupied and fully engaged. Non-attentive students are not tolerated. […] This is rather different from classrooms in other cultures, where students may not be required to be fully engaged or attentive throughout the entire lesson. Such intense concentration is considered a student’s responsibility in Chinese culture.“

OECD (Hrsg.), „Strong Performers and Successful Reformers in Education“ (2011), S. 92

„Finnish ‚sisu‘, a cultural trademark that refers to a principle of sticking with and not giving up whatever on is aiming at, coexists with calmness and tenderness.“

Dr. Pasi Sahlberg, „Paradoxes of educational improvement: The Finnish experience“ in „Scottish Educational Review“, 43 (1), 2011, S. 13