Differential influences of affective factors and contextual factors on high-proficiency readers and low-proficiency readers: A multilevel analysis of PIRLS data from Hong Kong

Shek Kam TSE, Xiaoyun Moon XIAO

Research output: Contribution to journalArticles

4 Citations (Scopus)

Abstract

Background: This study examined the impact of the reading-related affective factors home environment and school environment on predicting the likelihood of students being either high-proficiency or low-proficiency readers. Data from 3,875 Hong Kong SAR Grade 4 students participating in an international comparative assessment were analyzed.
Methods: Multilevel regression analysis was used to model the relationship between affective factors (i.e., reading attitude, reading motivation, and reading self-concept) peer bullying, family context (i.e., home socioeconomic status/SES), and school context (i.e., school SES, school bullying, and school safety and order).
Results: The likelihood of being a reader with high proficiency was found to be associated with reading attitude, reading motivation, reading self-concept, peer bullying, school bullying, and school SES, whereas the likelihood of being a reader with low proficiency was associated with reading self-concept and peer bullying only.
Conclusions: These findings suggest that reading-related affective characteristics and school context may be more likely to promote rather than limit reading success. Copyright © 2014 Tse and Xiao; licensee Springer.
Original languageEnglish
Article number6
JournalLarge-Scale Assessments in Education
Volume2
Early online dateJul 2014
DOIs
Publication statusPublished - Dec 2014

Citation

Tse, S. K., & Xiao, X.-Y. (2014). Differential influences of affective factors and contextual factors on high-proficiency readers and low-proficiency readers: A multilevel analysis of PIRLS data from Hong Kong. Large-scale Assessments in Education, 2. Retrieved from https://doi.org/10.1186/s40536-014-0006-3

Keywords

  • Reading attainment
  • Reading attitude
  • Reading motivation
  • Reading self-concept
  • Bullying

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