An examination of student- and across-level mediation mechanisms accounting for gender differences in reading performance: a multilevel analysis of reading engagement

Mak, Soi-kei; Cheung, Kwok-cheung; Soh, Kaycheng; Sit, Pou-seong; Ieong, Man-kai

doi:10.1080/01443410.2016.1242712

Cited by 19 publications

(12 citation statements)

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“…Despite the fact that the PISA instrument has been widely used in research (Mak et al, 2017;Säälik, 2015), there is a lack of empirical evidence on the cross-cultural comparability and criterion validity of the PISA 2009 metacognition scenarios. Two empirical studies reported on the measure of metacognitive knowledge scored based on the pair-wise comparison method.…”

Section: Metacognitive Knowledge In Reading In Pisa 2009mentioning

confidence: 99%

Cross-cultural comparability and validity of metacognitive knowledge in reading in PISA 2009: a comparison of two scoring methods

Zhou

Lafontaine

2020

Assessment in Education: Principles, Policy & Practice

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Accurate measurement of metacognitive knowledge in reading is important. Different instruments and scoring methods have been proposed but not systematically compared for their measurement comparability across cultures and validity. Given student data from 34 OECD countries in the Programme for International Student Assessment (PISA) in 2009, we compared two scoring methods for metacognitive knowledge in reading based on pair-wise comparisons of strategies and with conventional Likert-scale responses of selected items. Metacognitive knowledge scored with conventional Likert-scale responses demonstrated higher cross-cultural comparability than the pair-wise comparison method. Linked with reading competence, motivation and control strategy in reading, scores from the two scoring methods showed differential criterion validity, possibly related to the types of tasks (understanding and remembering versus summarising), item content (complexity and discrimination between preferred strategies in reading) and common method variance (e.g., individuals' stable response style in rating scales). Theoretical and methodological implications are discussed..

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Section: Metacognitive Knowledge In Reading In Pisa 2009mentioning

confidence: 99%

Cross-cultural comparability and validity of metacognitive knowledge in reading in PISA 2009: a comparison of two scoring methods

Zhou

Lafontaine

2020

Assessment in Education: Principles, Policy & Practice

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“…This result highlights the importance of gender differences in the effect of metacognitive factors on reading performance. In a study conducted with PISA 2009 data, when the socioeconomic level is controlled, girls show higher reading performance than boys and this situation is mostly explained by reading engagement factors such as reading enjoyment and metacognitive factors (Mak et al, 2017). Lynn and Mikk (2009) examined PISA and PIRLS studies and found that girls' reading performances were higher than boys due to their active participation in reading activities.…”

Section: Discussionmentioning

confidence: 99%

“…Gender differences in the selection of metacognitive strategies can help explain the advantages of girls in reading comprehension (Wu, 2014). On the other hand, while there are some studies showing that girls use metacognitive strategies more effectively than boys (Callan et al, 2016;Chuy & Nitulescu, 2013;Mak, Cheung, Soh, Sit, & Ieong, 2017), no difference was found in a limited number of studies (Bembenutty, 2007). Chuy and Nitulescu (2013), using Canada PISA 2009 data, found that girls compared to boys (i) read more diverse and enjoy reading in general, (ii) use control and memorization strategies more frequently, and (iii) were more aware of the most effective metacognitive strategies.…”

Section: The Role Of Gendermentioning

confidence: 99%

The Moderator Role of Gender and Socioeconomic Status in the Relationship Between Metacognitive Skills and Reading Scores

Koyuncu

Buluş

Fırat

2022

Participatory Educational Research

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The aim of this study was to examine the moderator role of gender and socioeconomic status (SES) factors in the relationship between students' metacognitive skills and reading performance. The sample of the study was 6890 students in the age group of 15 years-old who participated in the Programme for International Student Assessment (PISA) in 2018 from Turkey. 3396 of the participants (49.30%) were female and 3494 (50.70%) of them were male. Of the participants, 2273 (32.99%) were classified as low, 2273 (32.99%) as medium and 2344 (34.02%) as high socioeconomic level. Moderator effects were tested with the multi-group structural equation modelling approach. Results revealed that SES and gender moderated the relationship between metacognitive skills and reading when controlling for other variables. Female students scored lower than male students in low and medium SES group, however they scored higher in the high SES group even after controlling for metacognitive skills, liking reading, and self-concept of perception of competence and difficulty. This means gender differences in reading scores were largely driven by SES. Therefore, the effect of these two factors should be taken into consideration while working on metacognition and reading. Moreover, it was advised to integrate training of metacognitive strategies in school curriculum and encourage reading engagement in order to reduce the effect of those factors.

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“…Reading self-concept is significantly related to reading fluency (Quirk, Schwanenflugel, & Webb, 2009). Among other factors, reading self-efficacy is found to be significant in predicting reading achievement of Hong Kong pupils in the PIRLS 2011 study (Cheung, Lam, Au, & So, 2017). Student self-concept is associated with student reading performance in the PIRLS 2006 study (Alivernini, 2013).…”

Section: Introductionmentioning

confidence: 95%

Student and family factors that are associated with Grade 4 reading achievement in Azerbaijan

Ganiyeva¹

2021

HERJ

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Abstract.Aims of the studyCompared to other developing countries, the reading achievement of Azerbaijani students remains low. Using the Progress in International Reading Literacy Study (PIRLS) 2016 data, this study examines potential predictors of Grade 4 student reading achievement in Azerbaijan.Background of the researchThe study is guided by an exploratory model and considers various student and family factors which could be influenced by the policies to improve student reading achievement in Azerbaijan. The study differs from previous research in that it simultaneously examines multiple predictors of student reading achievement in a previously under-researched country.MethodThis study conducts a secondary analysis of the PIRLS 2016 data. Regression model is utilized to examine the effects of student and family factors on reading achievement.ResultsThe study finds that student characteristics (gender, liking reading, and confidence in reading) and family factors (home resources for learning, preschool attendance) are significantly associated with reading achievement of Grade 4 students in Azerbaijan. The model explains 17% of the variance in student reading achievement.ConclusionThis study discusses recommendations related to the effects of various factors on reading literacy scores.

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An examination of student- and across-level mediation mechanisms accounting for gender differences in reading performance: a multilevel analysis of reading engagement

Cited by 19 publications

References 50 publications

Cross-cultural comparability and validity of metacognitive knowledge in reading in PISA 2009: a comparison of two scoring methods

Cross-cultural comparability and validity of metacognitive knowledge in reading in PISA 2009: a comparison of two scoring methods

The Moderator Role of Gender and Socioeconomic Status in the Relationship Between Metacognitive Skills and Reading Scores

Student and family factors that are associated with Grade 4 reading achievement in Azerbaijan

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