Table 1_Cognitive activation and school belonging: the mediating roles of emotional securi

PISA 2018 data from 40,330 students across six East Asian education systems, used to examine the relationship between cognitively activating instruction and school belonging. The dataset was authored by Zhemin Zhu and last updated on 2026-05 18. It supports a study estimating parallel mediation models within a structural equation framework.

Use Cases

• Analyzing the relationship between cognitively activating instruction and school belonging based on the described structural equation model.
• Investigating the mediating roles of emotional security and social inclusion in educational contexts as described in the study.
• Conducting multi-group analyses to examine cross-system differences in educational pathways across East Asia.
• Replicating or extending the partial mediation analysis on the psychological mechanisms linking instruction to student belonging.

Strengths

• Based on a large-scale, standardized international assessment (PISA 2018) with 40,330 student records.
• Analysis accounts for sampling weights and school-level clustering, which suggests methodological rigor.
• Covers six distinct East Asian education systems, allowing for cross-cultural comparison.

Limitations

• Column-level documentation is absent; field semantics must be inferred after download.
• Row count is unknown for the specific analytic dataset, which may limit suitability assessment.
• The dataset is very small (15.2 KB), indicating it likely contains summary or analytic results, not the raw PISA microdata.

Provenance

Source

PISA 2018 data, via figshare.

Collection Method

Secondary analysis of international assessment data within a structural equation modeling framework.

Time Range

2018

Freshness

Last updated 2026-05-18 05:38:15; freshness should be verified.

Geography

Six East Asian education systems (specific systems not named).