The effect of students' cultural capital on their science achievement according to PISA 2022 results: Türkiye sample

In this study, it was aimed to examine the relationships between students' cultural capital and their science achievement. Some demographic factors that are thought to have effects on cultural capital and science achievement were also included in the study. In order to find answers to the main research question and sub-research questions of the study, correlation design from quantitative research methods was applied in the relational context and causal comparison design was applied in the predictive context. In this study, secondary data were used for analysis. The data belonging to the students studying in Turkey, which were evaluated in PISA-2022, constitute the sample of the study. IEA International Database Analyzer Version 4.0.35 (IDB Analyzer) software was used for the analyses. In the study, independent sample t-test was conducted to determine the significant differences between the highest education level of the mother, father and parents, and the professional status of the mother and father on the student's science achievement. The results revealed a significant difference between parents' education level and professional status on science achievement. In addition, a linear multiple regression model was applied to analyse the effect of Home Resources (HOMEPOS), Family Support (FAMSUP), Family Support for Individual Learning (FAMSUPSL) and Information Seeking for Future Career (INFOSEEK) scales on science achievement. As a result of the analysis, it was observed that Home Resources (HOMEPOS) and Family Support (FAMSUP) levels had a positive effect on science achievement, Family Support for Individual Learning (FAMSUPSL) had a negative effect, and the level of Information Seeking for Future Career did not have a statistically significant effect. Keywords: Cultural Capital, Types of Capital, Academic Success, Science Achievement, PISA 2022