The relationship between cultural capital and the students’ perception of feedback across 75 countries: Evidence from PISA 2018

Research output: Contribution to journalArticlepeer-review

Abstract

This paper employs Pierre Bourdieu's cultural capital theory to examine the extent to which students' cultural capital is related to teacher-student interaction in the context of feedback. The study uses PISA (2018) data to implement multilevel modelling for each participating country. The findings show that objectified and embodied components of cultural capital have a positive and statistically significant effect on students' perception of feedback across all countries. Institutionalised cultural capital, however, has no significant effect in most countries. Furthermore, the findings show that boys perceived receiving considerably more feedback than girls. Recommendations for future studies and implications for theory, practice and policy are discussed.
Original languageEnglish
Article number101803
JournalInternational Journal of Educational Research
Volume109
Early online date16 Jun 2021
DOIs
Publication statusPublished - 31 Dec 2021

Keywords

  • PISA
  • Pierre Bourdieu
  • cultural capital
  • educational inequality
  • multilevel modelling
  • perceived feedback
  • reading classrooms

ASJC Scopus subject areas

  • Education

Fingerprint

Dive into the research topics of 'The relationship between cultural capital and the students’ perception of feedback across 75 countries: Evidence from PISA 2018'. Together they form a unique fingerprint.

Cite this