Session Information
09 SES 06 A, Findings from International Comparative Achievement Studies. Session 2: Relating Achievement to Individual, School and System Level Factors (Part 1)
Symposium, continues in 09 Ses 07 A
Contribution
The international large-scale study PISA assesses students’ competencies in reading, math and science as well as information about learning related aspects of the home environment. In PISA 2009, parents of the assessed students were asked to fill in a questionnaire assessing available reading resources at home, previous and current reading activities of parents and children as well as parents own reading engagement. These indicators were then related to students reading competence and enjoyment. Results of a two step regression analysis showed that indicators of home environment – although dependent from socioeconomic background - still add significantly to the explanation of variance in both reading competence and reading enjoyment. Differential effects could be found: Whereas an immigrant background is negatively associated with students reading competence, it is irrelevant for his or her reading enjoyment. Cultural resources and parents reading motivation are positively correlated with reading competence and enjoyment, whereas parents’ current support shows negative correlations with competence. It can be assumed, that parents whose children tend to do poorly at school become more involved. Parental support is of importance when explaining students’ competencies and should be focused on by teachers and schools when engaging parents in the process of their children education.
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