Session Information
09 SES 09 A, Findings from International Comparative Achievement Studies. Session 5: Relationships in Reading Performance (Part 2)
Symposium, continues from 09 Ses 05 A and continues in 09 Ses 10 A
Contribution
Previous secondary analysis of PISA 2003 and 2006 data suggested two important findings: student’ anxiety has the strongest negative effect on students’ achievements over and above effects of other factors; intrinsic and instrumental motivation is not correlated with student’ achievements. Following these findings, we provide additional data for better understanding how different dimensions of motivation affect reading literacy. Following dimensions were defined: intrinsic motivation, self-efficacy, anxiety, perceiving education as irrelevant, sense of belonging, cheating, as well as out-of-school status. Also, we included questions on teachers’ motivational practices and information on school marks. Sample: 4,834 students from 151 secondary schools. Regression analyses show that dimensions of school motivation explain 34% of variance in reading achievement. All dimensions, except out-of-school status and self-efficacy, have significant regression coefficients. Anxiety, perceiving education as irrelevant and cheating show a negative relationship. Additional SEM analyses have been conducted, controlling for SES effects. Our results suggest the following: (a) teachers’ motivational practices and positive feedback influence achievement mostly indirectly by increasing motivation and decreasing anxiety, and (b) anxiety has a strong negative impact and motivation a weak positive effect on achievements while the situation is reversed for school grades (motivation: strong positive effect, anxiety: weak negative effect).
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