Contextual Effect of School SES on Reading Performance: A Comparison between Countries in the European Union

Autor/inn/en	León, Jaime; Álvarez-Álvarez, Carmen; Martínez-Abad, Fernando
Titel	Contextual Effect of School SES on Reading Performance: A Comparison between Countries in the European Union
Quelle	In: Compare: A Journal of Comparative and International Education, 52 (2022) 4, S.674-688 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (León, Jaime) ORCID (Álvarez-Álvarez, Carmen) ORCID (Martínez-Abad, Fernando)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2020.1840964
Schlagwörter	Socioeconomic Status; Reading Achievement; Institutional Characteristics; Reading Skills; Skill Development; Comparative Education; Self Efficacy; Foreign Countries; Austria; Belgium; Bulgaria; Croatia; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; Poland; Portugal; Romania; Slovakia; Spain; Sweden; United Kingdom + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Leseleistung; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Vergleichende Erziehungswissenschaft; Self-efficacy; Selbstwirksamkeit; Ausland; Österreich; Belgien; Bulgarien; Kroatien; Tschechische Republik; Dänemark; Estland; Finnland; Frankreich; Deutschland; Griechenland; Ungarn; Irland; Italien; Lettland; Litauen; Niederlande; Polen; Rumänien; Slowakei; Spanien; Schweden; Großbritannien
Abstract	A central objective of schooling processes at the international level is reading skills development. Unfortunately, many students in the European Union underperform at this, and these low performances can be more pronounced in countries with lower Human Development Index (HDI) values. This study analysed the contextual effect of school socioeconomic status (SES) on reading performance using PISA data from 27 countries. We found that school SES had a positive contextual effect on student reading performance, especially countries with lower HDI values, via reading self-competence. However, in middle and higher HDI countries, the contextual effect was smaller, and we did not observe an indirect effect via reading self-competence. We conclude that school SES, rather than student SES, matters the most. Therefore, the modification of school composition and resources might act as a buffer for low student SES, particularly in lower HDI countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01