Gender differences in reading achievement and enjoyment of reading. The role of perceived teaching quality.

Autor/inn/en	Hochweber, Jan; Vieluf, Svenja
Titel	Gender differences in reading achievement and enjoyment of reading. The role of perceived teaching quality.
Quelle	In: The Journal of educational research, 111 (2018) 3, S. 268-283 PDF als Volltext (1); PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1940-0675
DOI	10.1080/00220671.2016.1253536
URN	urn:nbn:de:0111-pedocs-170406
Schlagwörter	Mehrebenenanalyse; Sekundäranalyse; Freude; Wahrnehmung; Geschlechtsspezifischer Unterschied; Schuljahr 09; Sekundarstufe I; Schüler; Motivation; Unterricht; Datenanalyse; Lesefertigkeit; Lesen; Qualität; Deutschland
Abstract	The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10.543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management, adequate pacing, and a strong focus on language competencies were related to a less pronounced increase of girls' advantage in reading achievement during Grade 9. High levels of teacher support and focus on language competencies were related to smaller gender differences in enjoyment of reading at the beginning of Grade 9, though not associated with change of these differences over the school year. Our findings suggest that high teaching quality is not only related to higher reading achievement and reading enjoyment in classrooms as a whole, but may also help to mitigate the increase of gender gaps in reading achievement and motivation commonly observed in secondary school. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/1