Self-concept in reading: Factor structure, cross-cultural invariance and relationships with reading achievement in an international context (PIRLS 2011)

Lafontaine, Dominique; Dupont, Virginie; Jaegers, Doriane; Schillings, Patricia

doi:10.1016/j.stueduc.2018.11.005

Cited by 29 publications

(19 citation statements)

References 40 publications

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“…Yet, the more countries are included in a study, the smaller the shared core of a construct becomes, making it nearly impossible to achieve scalar invariance (analysis paradox, see van de Vijver 2018b). This is supported by research in the context of teaching and learning, consistently demonstrating configural and metric but not scalar invariance across many countries (e.g., Çetin 2010;Lafontaine et al 2018;Täht and Must 2013). However, little knowledge exists on whether testing for measurement invariance across culturally similar countries might yield higher degrees of comparability.…”

Section: Empirical Evidence On Invariance Of Teaching Quality Measuresmentioning

confidence: 95%

The impact of linguistic similarity on cross-cultural comparability of students’ perceptions of teaching quality

2019

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Valid cross-country comparisons of student learning and pivotal factors contributing to it, such as teaching quality, offer the possibility to learn from outstandingly effective educational systems across the world and to improve learning in classrooms by providing policy relevant information. Yet, it often remains unclear whether the instruments used in international large-scale assessments work similarly across different cultural and linguistic groups, and thus can be used for comparing them. Using PISA 2012 data, we investigated data comparability of three teaching quality dimensions, namely student support, classroom management, and cognitive activation using a newly developed psychometric approach, namely alignment. Focusing on 15 countries, grouped into five linguistic clusters, we secondly assessed the impact of linguistic similarity on data comparability. Main findings include that (1) comparability of teaching quality measures is limited when comparing linguistically diverse countries;(2) the level of comparability varies across dimensions; (3) linguistic similarity considerably enhances the degree of comparability, except across the Chinese-speaking countries. Our study illustrates new and more flexible possibilities to test for data comparability and outlines the importance to consider cultural and linguistic differences when comparing teachingrelated measures across groups. We discuss possible sources of lacking data comparability and implications for comparative educational research.

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Section: Empirical Evidence On Invariance Of Teaching Quality Measuresmentioning

confidence: 95%

The impact of linguistic similarity on cross-cultural comparability of students’ perceptions of teaching quality

2019

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“…The impact of the socialization process on education resulted in students, especially boys, to be less critical and have higher perceptions of ability than can be expected from their achievements. Lafontine et al (2019) studied the competence and difficulty dimensions of reading self-concept of 48 countries from the Progress in International Reading Literacy Study (PIRLS). They found an invariant relationship between reading self-concept and achievement across countries, indicating the two-dimensional structure showed a better model fit.…”

Section: Language Education In Azerbaijanmentioning

confidence: 99%

The Relationship Between Cognitive and Affective Dimensions of Reading Self-Concept With Reading Achievement in English and Russian

Karimova

Csapó

2021

Journal of Advanced Academics

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This study aimed to evaluate whether cognitive and affective dimensions of reading self-concepts in English and Russian are distinct constructs and to examine whether the relationships among cognitive and affective variables are invariant across gender. A total of 349 tenth-grade Azeri students were selected from 12 schools in Baku, Azerbaijan. This study adapted the Self-Description Questionnaire and Cényelvi mérés for assessment of reading self-concepts and achievements in two foreign languages. The results of structural equation modeling demonstrated that cognitive and affective self-concepts were independent, but strongly interrelated constructs. The separated components of the reading self-concept construct showed a more explicit structure than a conflated model. The relationships among cognitive and affective self-concepts with achievements in the reading domain were invariant across gender. The results of this study can encourage future research on the examination of more domain-specific self-concepts that conceptualizes twofold multidimensional structure.

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“…This shows that authoritative parenting has an impact on children's self-concept in obtaining academic achievement compared to other parenting styles. As the research results (Lafontaine, Dupont, Jaegers, & Schillings, 2019) state that a positive self-concept can improve one's academic achievement, especially in reading.…”

Section: Findings and Discussionmentioning

confidence: 88%

The Comparison of Youth Self-Concepts Assessed from Parenting Style

Setiana

Darmayanti

2020

JOMSIGN

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This article contains an analytical description of the self-concept of adolescents in terms of parenting styles. The research method used in this research is conceptual and empirical studies in the fields of social psychology, parenting and sociology about self-concepts developed by parenting styles. The findings of this article reveal a comparison of adolescent self-concepts based on parenting styles so that it can be used as a basis for understanding self-concept, where authoritative parenting styles can develop positive adolescent self-concepts.

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Self-concept in reading: Factor structure, cross-cultural invariance and relationships with reading achievement in an international context (PIRLS 2011)

Cited by 29 publications

References 40 publications

The impact of linguistic similarity on cross-cultural comparability of students’ perceptions of teaching quality

The impact of linguistic similarity on cross-cultural comparability of students’ perceptions of teaching quality

The Relationship Between Cognitive and Affective Dimensions of Reading Self-Concept With Reading Achievement in English and Russian

The Comparison of Youth Self-Concepts Assessed from Parenting Style

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