Session Information
09 SES 10 A, Findings from International Comparative Achievement Studies. Session 6: Relationships in Reading Performance (Part 3)
Symposium, continued from 09 Ses 05 A and 09 Ses 09 A
Contribution
Previous analysis of PISA results have shown that Serbia belongs to a group of countries with lower quality of education and higher equity. However, taking into consideration that SES is a distal factor it is an important question whether and how some other more proximal variables can mediate the relationship between SES and achievements in reading. Aiming at a better understanding of SES effects on students’ achievements in reading, we conducted analyses based on the PISA 2009 dataset and an additional student questionnaire with some important mediating variables (e.g. different motivational components). The questionnaire also included questions on teachers’ motivational practices. Sample: 4,834 students from 151 secondary schools. Our data analyses confirm a SEM model suggesting the following: (a) SES has the strongest total effect on students’ achievements (0.34), (b) the biggest part of the SES effect is a direct one (0.30), and (c) SES has also an indirect effect mediated mostly by anxiety and somewhat by student intrinsic motivation for reading. Our hypothesis is that a strong effect of SES could result from a generally lower quality of education in Serbia which could lead to an increasing role of family background, parents’ personal involvement and/or private tuition.
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