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

Keyphrases

• Hong Kong 100%
• Contextual Factors 100%
• Multilevel Analysis 100%
• Affective Factors 100%
• Low-performing Students 100%
• High Proficiency 100%
• Progress in International Reading Literacy Study (PIRLS) 100%
• Reading Self-concept 75%
• Peer Bullying 75%
• School Context 50%
• Reading Motivation 50%
• School Bullying 50%
• Reading Attitude 50%
• School SES 50%
• Copyright 25%
• Reading Achievement 25%
• Regression Analysis 25%
• Socioeconomic Status 25%
• School Environment 25%
• Homeschool 25%
• Hong Kong SAR 25%
• Home Environment 25%
• Family Context 25%
• School Safety 25%
• International Comparative 25%

Psychology

• School Environment 100%
• Regression Analysis 100%
• Multi-Level Modeling 100%
• Home Environment 100%

Social Sciences

• Hong Kong 100%
• Contextual Factor 100%
• Bullying 100%
• School Environment 50%