The Impact of Family and Individual Factors on 4th Grade Students’ Self-Confidence in Reading Literacy: Results From Pirls 2016

Abstract

The self-confidence of a child and an adult is associated with performance and achievement results. It is well-studied, and the correlation has been proved that higher self-efficacy leads to higher achievements and performance, including better performance in reading literacy. It is also known that both a family and a home environment have a tremendous impact on the child’s development and academic performance. This article focuses on the 4thgraders and their family factor impact on the development of a child’s self-confidence and concepts related to self-confidence.The purpose of this article is to define concepts that are closely related to self-confidence and to identify family factors that influence students’ self-confidence. The research question is as follows: which family and individual factors impact students’ self-confidence in reading?Authors of the article used a linear regression and correlation analysis of the data from the IEA’s PIRLS 2016 study. The data from Latvia and seven countries of comparison were analysed.The results of data analysis showed that, in general, the 4th graders’ self-confidence in reading literacy is higher if they come from a household where a computer or a tablet with Internet connection is available and if students like to chat using a mobile device. Parents’ attitudes to reading and the students’ readiness for 1st grade promote higher self-confidence as well.

Self-Confidence in 4th and 9th Grades: Differences between Age, Gender and School Subjects

“…It has been found in the IEA's (International Association for the Evaluation of Educational Achievement) and other educational studies, that students' achievement is strongly related to their background information. Geske and colleagues (Geske et al, 2021a) found that reading achievement and students' self-confidence correlation coefficient is up to 0.50 and reading achievement explains up to 25% of students' reading self-confidence (Geske et al, 2021b) at the 4th grade, if the achievement is analyzed together with students liking the subject and engagement, this model explained even up to 57% of confidence variance (Kampmane & Ozola, 2022). Marsh and O'Mara (2008) proved that academic confidence predicted long-term academic attainment better than school grades, IQ, and socioeconomic status.…”

Human, Technologies and Quality of Education, 2023

“…It has been found in the IEA's (International Association for the Evaluation of Educational Achievement) and other educational studies, that students' achievement is strongly related to their background information. Geske and colleagues (Geske et al, 2021a) found that reading achievement and students' self-confidence correlation coefficient is up to 0.50 and reading achievement explains up to 25% of students' reading self-confidence (Geske et al, 2021b) at the 4th grade, if the achievement is analyzed together with students liking the subject and engagement, this model explained even up to 57% of confidence variance (Kampmane & Ozola, 2022). Marsh and O'Mara (2008) proved that academic confidence predicted long-term academic attainment better than school grades, IQ, and socioeconomic status.…”

Explicit and Differentiated Phonics Instruction on Pupils’ Literacy Skills in Gambian Lower Basic Schools

“…In addition, studies have found that factors such as parental support [6] and quality of ESL instruction [7] can enhance literacy skills. For example, Caravolas [7] submitted that it is possible for ESL learners to not be able to transfer acquired literacy skills in their first language to the target language because of the differences in orthographies.…”

“…Phonics instruction has been reported to be effective at improving proficiency in literacy skills and reading comprehension among pupils in elementary school [16,17];. Other studies have investigated the influence of parental involvement on the development of literacy skills in young readers [6]. Parental involvement includes all the actions carried out by parents to support the pupils at school regarding the acquisition of literacy skills.…”