Exploring the Complex Relationship between Students' Reading Skills and Their Performance in Mathematics: A Population-Based Study

Autor/in	Cascella, Clelia
Titel	Exploring the Complex Relationship between Students' Reading Skills and Their Performance in Mathematics: A Population-Based Study
Quelle	In: Educational Research and Evaluation, 26 (2020) 3-4, S.126-149 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cascella, Clelia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2021.1924790
Schlagwörter	Correlation; Reading Skills; Mathematics Achievement; Performance Factors; High School Students; Student Characteristics; Adolescents; Grade 10; Gender Differences; Citizenship; Socioeconomic Status; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Korrelation; Reading skill; Lesefertigkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leistungsindikator; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geschlechterkonflikt; Staatsbürgerschaft; Socio-economic status; Sozioökonomischer Status; Ausland; Italien
Abstract	Students' attainment in mathematics is associated with several personal and contextual factors, but little research has been carried out to explore the intersectionality between them. The current paper aims to fill this gap. Census assessment data collected in Italy at Grade 10 (on average, 15-year-old students) by the Italian national institute for the evaluation of the educational system were analysed via a multilevel regression model to account for data hierarchy (422,865 students in 24,279 classrooms, in 3,950 schools). Census data in educational research allowed exploration of the intersectionality between independent variables at different levels of the model's hierarchy. Results showed that reading skills mediate the relationship between students' attainment in mathematics and their gender, citizenship status, and socioeconomic status (SES). Implications for policy and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01