File Download
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1186/s40536-014-0006-3
- Scopus: eid_2-s2.0-85051325413
- WOS: WOS:000514376900006
Supplementary
- Citations:
- Appears in Collections:
Article: 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
Title | 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 |
---|---|
Authors | |
Keywords | Bullying Reading attainment Reading attitude Reading motivation Reading self-concept |
Issue Date | 2014 |
Publisher | SpringerOpen. The Journal's web site is located at http://link.springer.com/journal/volumesAndIssues/40536 |
Citation | Large-scale Assessments in Education, 2014, v. 2, article no. 6 How to Cite? |
Abstract | 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. 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). 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. These findings suggest that reading-related affective characteristics and school context may be more likely to promote rather than limit reading success. |
Persistent Identifier | http://hdl.handle.net/10722/199257 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Tse, SK | en_US |
dc.contributor.author | Xiao, X | en_US |
dc.date.accessioned | 2014-07-22T01:10:39Z | - |
dc.date.available | 2014-07-22T01:10:39Z | - |
dc.date.issued | 2014 | en_US |
dc.identifier.citation | Large-scale Assessments in Education, 2014, v. 2, article no. 6 | en_US |
dc.identifier.uri | http://hdl.handle.net/10722/199257 | - |
dc.description.abstract | 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. 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). 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. These findings suggest that reading-related affective characteristics and school context may be more likely to promote rather than limit reading success. | en_US |
dc.language | eng | en_US |
dc.publisher | SpringerOpen. The Journal's web site is located at http://link.springer.com/journal/volumesAndIssues/40536 | - |
dc.relation.ispartof | Large-scale Assessments in Education | en_US |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | Bullying | - |
dc.subject | Reading attainment | - |
dc.subject | Reading attitude | - |
dc.subject | Reading motivation | - |
dc.subject | Reading self-concept | - |
dc.title | 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 | en_US |
dc.type | Article | en_US |
dc.identifier.email | Tse, SK: sktse@hku.hk | en_US |
dc.identifier.email | Xiao, X: xyxiao@hku.hk | en_US |
dc.identifier.authority | Tse, SK=rp00964 | en_US |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.1186/s40536-014-0006-3 | - |
dc.identifier.scopus | eid_2-s2.0-85051325413 | - |
dc.identifier.hkuros | 230171 | en_US |
dc.identifier.eissn | 2196-0739 | - |
dc.identifier.isi | WOS:000514376900006 | - |
dc.identifier.issnl | 2196-0739 | - |