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| Autor/in | Karaman, Pinar |
|---|---|
| Titel | Examining Non-Cognitive Factors Predicting Reading Achievement in Turkey: Evidence from PISA 2018 |
| Quelle | In: International Journal of Contemporary Educational Research, 9 (2022) 3, S.450-459 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Karaman, Pinar) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Predictor Variables; Reading Achievement; Foreign Countries; Achievement Tests; Secondary School Students; International Assessment; Student Characteristics; Metacognition; Soft Skills; Turkey; Program for International Student Assessment |
| Abstract | The purpose of the study was to investigate how student and teacher-related non-cognitive variables were important factors in the reading performances of Turkish students in PISA 2018. The results of the HLM analysis revealed that economic, social, and cultural status (ESCS) as a background variable was considered an effective predictor of student and school reading achievement. The students' meta-cognitive strategies were the most influential variables among their non-cognitive variables. Besides, most of the teacher-related noncognitive factors had significant relationships with reading achievement even after controlling all student-related and background variables. Teachers' instructional behaviors, such as adaptive instruction and teacher-directed instruction, are much more related to reading performance than other teacher behaviors. The results suggested that fostering soft skills is essential for both students and teachers. (As Provided). |
| Anmerkungen | International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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