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1.
Katerina Bodovski Haram Jeon Soo-yong Byun 《British Journal of Sociology of Education》2017,38(6):887-907
Using the 2000 and 2009 waves of Program for International Student Assessment (PISA) data, we examined the relationships between family socio-economic status (SES), cultural capital, and reading achievement among students in five post-socialist Eastern European countries while comparing the findings with three Western bench-marking countries. Findings: In all studied countries, higher-SES students possessed higher levels of cultural capital and exhibited higher reading achievement. Cultural capital was uniformly positively associated with reading achievement. We found the least stratification by SES in Russia both in the distribution of cultural capital and reading achievement. The findings provide no evidence of the overall decline of the importance of cultural capital over time; most of the associations between cultural capital measures and reading achievement remained stable across the waves. Between-country variation in the findings does not indicate East–West divide (with the exception of Russia). 相似文献
2.
ABSTRACTResearch on reading achievement and reading motivation has rarely addressed the question if and how they affect each other over time. In our study, we investigate the reciprocal effects between reading achievement and both intrinsic and extrinsic reading motivation during elementary school. We measured reading achievement and intrinsic and extrinsic reading motivation in 966 students at 3 points of measurement during 3rd and 4th grade. Consistent with previous research, cross-lagged panel analyses revealed positive reciprocal effects between reading achievement and intrinsic reading motivation. Effects of reading achievement on intrinsic reading motivation were found during Grades 3 and 4, whereas effects of intrinsic motivation were limited to Grade 3. No reciprocal effects between reading achievement and extrinsic reading motivation were found. We discuss the implications of our results for daily teaching practices and effective reading instruction. 相似文献
3.
This study investigated the effects of intrinsic motivation, perceived competence, classroom engagement and extrinsic motivation on reading development among youth. Using a nationally representative sample of students in the US, the researchers followed students longitudinally from fifth to eighth grade. Reading achievement was measured using composite tests of vocabulary, reading comprehension and sight-word identification. Hierarchical linear regression was used to examine the effect of students’ perceived intrinsic motivation and competence, as well as teacher rated classroom engagement in the 5th grade, on reading achievement in the 8th grade. Important control variables were utilised such as gender, family SES, race/ethnicity and prior reading achievement. The results showed that intrinsic motivation to read, perceived competence and engagement in 5th grade significantly predict reading achievement in 8th grade. The importance students placed upon grades also predicted reading development. Implications for promoting intrinsic motivation and strong engagement in schools are discussed. 相似文献
4.
Do parental attitudes toward and expectations for their children's education and future jobs matter for their children's school achievement? 
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下载免费PDF全文 Cheng Yong Tan 《British Educational Research Journal》2017,43(6):1111-1130
The traditional discourse in the scholarship on cultural capital theory has focused on how exclusive participation in elite status culture by students from higher socioeconomic status families benefits their learning in schools, the effects of which are most evident in linguistic subject areas such as reading achievement. However, some scholars have argued that cultural capital is not restricted to elite status culture but could include parental familiarity with school evaluation standards and job market requirements, and that the effects could transcend languages to include performance domains with more objective evaluation that are susceptible to school influences (e.g. mathematics and science). The present study systematically examines this position using data involving 96,591 15‐year‐old students from 3602 schools in eight countries who participated in the Programme for International Student Assessment 2012. Results of three‐level hierarchical linear modelling showed positive relationships between seven cultural capital variables and student mathematics achievement. The cultural variables comprised: home educational resources; parental educational attainment and occupational status; parental expectations of their children's educational attainment, future career in mathematics and school; and parental valuing of mathematics. In particular, the three parental expectations variables had substantively larger effect sizes on student achievement than the other cultural capital variables. The results demonstrated that parental familiarity with school evaluation standards and future job requirements, especially as measured by parental expectations, may constitute cultural capital that privileges student mathematics achievement in schools. 相似文献
5.
Home shared book reading during the preschool years is a strong predictor of students’ reading achievement in primary school, and, according to Sénéchal (2012), it can benefit more children from low socioeconomic status (SES) backgrounds. This study examines the association between frequency of book reading before the start of compulsory education and the reading achievement of 4th-grade students whose parents have high and low education levels in 22 European countries. Using data from the Progress in International Reading Literacy Study (PIRLS 2011), we show that the contribution of shared reading for the achievement of students from distinct SES backgrounds is different in different countries and that shared reading does not always benefit more children from low-SES backgrounds. Results are discussed in light of Sénéchal's home literacy model, the dynamics of cultural capital, and current policy efforts to support children's literacy development in European countries. 相似文献
6.
Family and motivation effects on mathematics achievement: Analyses of students in 41 countries 总被引：4，自引：1，他引：3
This study examines family and motivation effects on student mathematics achievement across 41 countries. The Rasch estimates of PISA mathematics test scores and questionnaire responses of 107,975 15-year-old students were analyzed via multilevel analyses. Students scored higher in richer or more egalitarian countries; when living with two parents, without grandparents, with fewer siblings (especially fewer older siblings); with higher family SES, more books, cultural possessions, or cultural communication; or when they had greater interest in mathematics, more effort and perseverance, and higher self-efficacy or self-concept. Family structure effects were stronger in individualistic or richer countries. Richer countries showed stronger family cultural communication effects, suggesting stronger, intangible resource effects. 相似文献
7.
《Educational Assessment》2013,18(3):231-257
This study analyzes similarities and differences in students' motivation to learn based on nationally representative samples of 15-year-olds from 26 countries. Scales of extrinsic and intrinsic motivation proved to be equivalent across countries but there seems to be a shift in meaning at the country level. Focusing on functional relationships within countries, the results show that in most countries, extrinsic and intrinsic motivation vary independently of each other and are by no means antagonistic. On the contrary, both are important in the regulation of actual learning behavior: Whereas interest in reading mostly showed direct effects on students reading performance, instrumentally motivated students seemed to perform better only because of their frequent use of control strategies during learning. 相似文献
8.
Kit‐Ling Lau 《Journal of Research in Reading》2009,32(4):366-382
This study examined the relations between students' reading motivation, perceptions of reading instruction and reading amount, together with grade differences, in a Chinese educational context. A total of 1,146 students from 19 secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three sets of variables. The study's findings indicated that students' intrinsic motivation was most strongly related to their reading amount. Students' perceptions of the reading instruction they received in their Chinese language class were significantly related to their reading motivation, but were only indirectly related to their reading amount, being mediated through reading motivation. Consistent with previous studies, significant grade differences were found in all types of reading motivation, students' perceptions of reading instruction and students' reading amount. The findings indicated that junior secondary students had better self‐efficacy, intrinsic motivation, extrinsic motivation and social motivation than senior secondary students. The largest grade difference was in students' self‐efficacy. Junior secondary students also perceived the reading instruction in their Chinese language class as more mastery‐oriented and read more frequently than senior secondary students. The implications of these findings for understanding Chinese students' reading motivation and for planning effective reading instruction to enhance their motivation are discussed. 相似文献
9.
This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self‐concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the Progress in International Reading Literacy Study 2011 through multilevel structural equation modeling. The results showed that, first, the relation between the frequency of reading strategy instruction and student reading achievement was mediated by student attitudes toward reading. Second, the frequency of reading strategy instruction was significantly related to student attitudes toward reading and motivation to read and student attitudes toward reading was significantly associated with reading achievement. Finally, girls had more positive attitudes toward reading, more positive reading self‐concept, higher motivation to read, and higher reading achievement than boys. These findings may shed light on how teachers should arrange their reading strategy instruction to interplay with student attitudes toward reading and motivation to read and to help improve reading achievement. 相似文献
10.
Family characteristics' links to literacy learning and their differences across macrosystems (economic and cultural contexts) were explored in multilevel analyses of the reading tests and questionnaire responses of 193,841 fifteen-year-olds across 41 countries. Students who had two parents, had higher family socioeconomic status (SES), were native born, had more books at home, had more cultural possessions at home, had more cultural communication at home, had no resident grandparents, or had fewer siblings (especially older ones) often had higher reading scores. However, country-level factors moderated these results. In richer countries, blended families (one parent and one stepparent) and cultural communication at home were more strongly linked to reading scores. In egalitarian cultures, SES had a stronger link to reading scores. In collectivist cultures, single parent status, SES, and resident grandparents had weaker links to reading scores. Thus, macrosystems are crucial to consider for understanding how family characteristics might impact reading achievement. 相似文献
11.
Previous studies that attempted to explain why girls often perform better than boys in reading have emphasized the role of values and beliefs, with little attention paid to the role of emotions. This study focused on the role of parent–child emotional contagion in explaining gender differences, by investigating how parents’ reading emotion predicts students’ reading emotion and subsequent reading achievement. The data that was used was from a subsample of students from the Program for International Students Assessment (n = 84,429) from 14 countries. Multi-group structural equation modeling was conducted to assess a model of parents’ enjoyment of reading predicting reading achievement through students’ enjoyment of reading. Results provided support for a model of parents’ enjoyment of reading, predicting students 'enjoyment of reading, and subsequent reading achievement for both girls and boys. However, the indirect effect of parents’ enjoyment of reading on reading achievement through students’ enjoyment of reading was found to be stronger in girls than in boys. Findings emphasize the important role of parents’ emotions on student outcomes and how gender biases in a certain context can affect the extent to which parents’ emotions can influence student achievement. 相似文献
12.
Dr. Oliver Walter 《Zeitschrift für Erziehungswissenschaft》2011,14(3):397-419
This article analyses the reading and mathematics competencies and mathematicsrelated motivation of students of Vietnamese and Filipino descent in Germany. The data set used is the extended sample from PISA 2003. Statistical analyses show that both student groups from Southeast Asia reach similar competency levels as students without an immigrant background. It is only in reading that Vietnamese students score slightly lower. These students are, additionally, both highly intrinsically and extrinsically motivated in mathematics. The family background of students of Filipino descent is similar to that of students without an immigrant background. In contrast, Vietnamese families have less economic and cultural capital at their disposal. After controlling for family background, students of Vietnamese descent reach significantly higher levels of reading and mathematical competency than students without an immigrant background. 相似文献
13.
Sarah Logan Emma Medford 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):85-94
Background:?There is concern in the education community regarding gender differences in reading, as girls regularly outperform boys. There is also concern about the consequences of low motivation for children's engagement in reading and learning. An important question is whether boys' motivation is more closely linked to their attainment compared with girls. Purpose:?The aim of the study was to examine how closely children's reading skill correlates with their intrinsic and extrinsic motivation and competency beliefs. There was a particular focus on gender. Sample:?There were 492 children (240 boys) aged 7–11 in this study from four primary schools in England, UK. Design and methods:?Children completed a reading comprehension assessment and a questionnaire examining intrinsic and extrinsic motivation and competency beliefs relating to reading and schoolwork. For analysis, children were split into a younger (age 7–8) and older (age 9–11) age group. Results:?In both the younger and older groups, the boys' competency beliefs in reading and intrinsic motivation for reading and schoolwork were significantly more closely associated with their level of reading skill, in comparison with the girls. Conclusions:?The closer reciprocal relationship between boys' intrinsic motivation, competency beliefs and reading skill could be interpreted in at least two ways. Firstly, boys' motivation and beliefs in their ability may be more dependent on their success in reading. Alternatively, boys' motivation and competency beliefs may play a more significant role in the effort they put into reading. 相似文献
14.
Sarah McGeown Hannah Goodwin Nikola Henderson Penelope Wright 《Journal of Research in Reading》2012,35(3):328-336
This study examined sex differences in reading skill and reading motivation, investigating whether these differences could be better accounted for by sex, or by gender identity. One hundred and eighty‐two primary school children (98 males) aged 8–11 completed a reading comprehension assessment, reading motivation questionnaire and a gender role questionnaire. While there were no sex differences in reading skill or extrinsic reading motivation, girls had significantly higher intrinsic reading motivation. However, responses to intrinsic motivation were better explained by gender identity than sex. In addition, a feminine identity was more closely associated with many different aspects of reading motivation than a masculine identity. Implications for our understanding of sex differences in reading are discussed. 相似文献
15.
This paper investigates the characteristics of 15-year-old girls who express an intention to study physics post-16. This paper unpacks issues around within-girl group differences and similarities between boys and girls in survey responses about physics. The analysis is based on the year 10 (age 15 years) responses of 5,034 students from 137 UK schools as learners of physics during the academic year 2008–2009. A comparison between boys and girls indicates the pervasiveness of gender issues, with boys more likely to respond positively towards physics-specific constructs than girls. The analysis also indicates that girls and boys who expressed intentions to participate in physics post-16 gave similar responses towards their physics teachers and physics lessons and had comparable physics extrinsic motivation. Girls (regardless of their intention to participate in physics) were less likely than boys to be encouraged to study physics post-16 by teachers, family and friends. Despite this, there were a subset of girls still intending to study physics post-16. The crucial differences between the girls who intended to study physics post-16 and those who did not is that girls who intend to study physics post-16 had higher physics extrinsic motivation, more positive perceptions of physics teachers and lessons, greater competitiveness and a tendency to be less extrovert. This strongly suggests that higher extrinsic motivation in physics could be the crucial underlying key that encourages a subset of girls (as well as boys) in wanting to pursue physics post-16. 相似文献
16.
The study investigates the mean difference in reading achievement between third‐graders in public and independent schools in Sweden. The data come from the Swedish participation in PIRLS 2001 conducted by IEA. Variables from the home questionnaire mainly indicating possession of cultural capital are used as independent variables. A total IRT score of reading achievement is used as outcome variable. It is shown that students in independent schools have on average better reading results and also a more advantageous socio‐economic background than have students in public schools. Social selection hence characterises independent schools. In addition, indicators of students' cultural capital account for the major part of the mean difference between school types. 相似文献
17.
The present study challenges the assumption that cultural capital benefits students' academic achievement regardless of their educational stages. Meta-analytic results from 105 studies published 2000–2017 indicated that nine cultural capital variables (e.g., home educational resources, maternal and paternal education, parental expectations, cultural participation, home support, school participation) benefited all students while five cultural capital variables exhibited a differentiated pattern of relationship with student achievement depending on educational stages. First, compared to students from higher grade levels, kindergarteners benefited most from parental education, parental academic emphasis, and parent-child reading. Second, compared to 1st–6th graders, 7th-12th graders benefited more from academic discussions. Third, compared to 1st–6th graders, both kindergarteners and 7th-12th graders benefited from parental school involvement. These results provide compelling evidence that while there are some forms of cultural capital that all students will benefit from, there are others whose association with students’ achievement depends on their educational stages. 相似文献
18.
《International Journal of Educational Research》1994,21(7):723-738
This chapter describes eight studies that were conducted with culturally distinct groups living in ethnic enclaves in New York City. Four o fthe studies (involving 1, 447 students) analyzed the effects of SES, family structure variables, family processes, math self-concept, and prior ability on children's math achievement (interconnections within the Walberg productivity model). Four qualitative studies were also conducted with high achieving children and their parents (158 interviews) to secure in-depth information about how th four ethnic groups used different family processes to bolster achievement. The results of these studies show that cultural/ethnic differences had greater effects on math achievement than SES. The children's reading achievement was found to be the most important predictor for math achievement in all the ethnic/gender groups. Excessive pressure and parental help were found to have negative effects on math achievement. However, parental support and the provision of extensive intellectual resources were found to strengthen reading achievement. These processes indirectly affect math achievement. Finally, the qualitative and quantitative data from these eigth studies show that most ethnic/gender groups facilitated their children's achievement (serve as conduits). The Greek Americans, however, attempted to channel their girls into traditional family roles, and Latino families, because of their limited economic resources, were found to marginalize their boys' school experience (cul-de-sacs). 相似文献
19.
Niki Phillips 《High Ability Studies》2006,17(1):57-73
This study investigated the factors which had influenced the role of motivation in the high levels of achievement of a sample of fifteen gifted students, aged 14/15 years, in five secondary schools in England. The students were interviewed individually, and their parents and teachers were also interviewed for validation of the students' comments. The results indicated the influences of teaching and learning provision, of support and of social and emotional factors on the students' motivation. The role of motivation in the realisation of the students' high ability, in achievement of personal goals and in maintaining the progress and achievements of those who had problems was also clear. Evidence of the importance of both intrinsic and extrinsic motivation in the students' achievement was also shown. 相似文献
20.
中学生成就动机的特点与培养对策 总被引：1，自引：0，他引：1
本研究对309名中学生进行问卷调查,借以探讨中学生成就动机的特点,并提出相应的教育对策。结果表明:中学男生的成就动机显著高于女生,具体表现为男生的避免失败动机明显低于女生,追求成功的动机则不存在明显差异;初中生与高中生的成就动机无显著差异;普通中学学生的成就动机高于重点中学学生,具体表现为普通中学学生的追求成功动机高于重点中学学生,而普通中学初中生的避免失败动机低于重点中学初中生。根据这一结果,中学生成就动机的培养应特别关注女生以及重点中学的学生,并考虑学生的年级特点。 相似文献