scholarly journals A Gender Comparison of Motivational and Behavioral Factor Affecting Reading Literacy - Explaining Reading Literacy Performance on PISA 2009 -

2012 ◽  
Vol 15 (1) ◽  
pp. 239-266
Author(s):  
Choi Sook Ki ◽  
Park Ki Beom
Keyword(s):  
Reading Literacy ◽  
Gender Comparison ◽  
Behavioral Factor ◽  
Literacy Performance

scholarly journals Malaysian high schoolers’ reading literacy performance: Trends and patterns across states

2020 ◽  
Vol 10 (1) ◽  
pp. 161-172
Author(s):  
Marcia Jane Ganasan ◽  
Nordin Abd. Razak ◽  
Marlina Jamal
Keyword(s):  
Peninsular Malaysia ◽  
Individual Development ◽  
Reading Literacy ◽  
Functional Abilities ◽  
Literacy Proficiency ◽  
Revised Bloom's Taxonomy ◽  
Performance Trends ◽  
Southern Central ◽  
Literacy Performance ◽  
Data Driven Decisions

Reading literacy is often understood as a basic skill, and it is gaining recognition as the most functional means to educational attainment and individual development. It not only sets a benchmark but also reveals students’ strengths and weaknesses through performance measurement. This paper attempts to investigate sixteen-year-olds’ reading literacy proficiency using a performance band system in reporting their ‘can’s and ‘cant’s in reading. It drew insights from the Text-Task Respondent Theory of Functional Literacy (White, 2011) and the Revised Bloom’s Taxonomy (Anderson Krathwohl, 2001), where pertinent concepts were drawn to address students’ functional abilities. The study involved a total of 813 sixteen-year-old students representing the northern, southern, central, and east coast regions of Peninsular Malaysia (Penang, Perak, Perlis, Selangor, Kedah, Kelantan, Terengganu, and Johor). A survey research method was employed to capture cognitive competencies that denoted students’ functional abilities when it came to reading literacy. The study measured the students’ reading literacy attainment based on a proficiency scale spanning on five-band levels. The findings of the present study revealed that the majority of the students attained Band 3, where they demonstrated a moderate understanding of texts and were able to integrate some part of texts to infer meaning. The study provides valuable insights to policymakers, educationists, employers in making data-driven decisions to improve educational outcomes. It also attempts to shed some light on the current pedagogical trends and provide suggestive practices in reading.

Exploration of direct and indirect associations of system-level policy-amenable variables with reading literacy performance

2015 ◽  
Vol 21 (1) ◽  
pp. 15-39 ◽  
Author(s):  
Jaap Scheerens ◽  
Hans Luyten ◽  
Stéphanie M. van den Berg ◽  
Cees A. W. Glas
Keyword(s):  
System Level ◽  
Reading Literacy ◽  
Literacy Performance

scholarly journals Influence of Factors Promoting Financial Literacy on the Achievements of Financial Literacy of Students in Latvia

2021 ◽  
Author(s):  
Linda Mihno ◽  
Keyword(s):  
Socioeconomic Status ◽  
Financial Literacy ◽  
Psychological Factors ◽  
Positive Attitude ◽  
Financial Education ◽  
Reading Literacy ◽  
Mathematical Literacy ◽  
Wide Range ◽  
The Mean ◽  
Literacy Performance

The literature suggests that financial literacy depends on factors such as socioeconomic status/sociodemographic status, psychosocial and psychological factors, experience, and access to financial education, language skills, mathematical literacy and other factors. The aim of this study was to identify the factors that influence the financial literacy achievements of students from Latvia, focusing on the possibility to improve these achievements. The data analysis was performed with PISA 2018 Latvian data, which there were selected 25% of the participating students whose financial literacy performance was lower than the mean performance in mathematical and reading literacy and 25% of students whose financial literacy performance was considerably higher than the mean performance in mathematical literacy and reading literacy. Differences between these two groups showed factors that impact financial literacy achievements, excluding the possibility that the financial literacy performance of these students was high due to the mathematical and reading literacy. It was concluded that the financial achievements of students in Latvia are positively influenced by such factors as the socioeconomic status/sociodemographic status, psychosocial factors, and psychological factors (students with higher financial literacy achievements have a more negative attitude towards school but a more positive attitude towards life, less fear of failure and more a positive attitude towards competition, and clear plans for the future), accessibility of the financial education, time devoted to financial education, an accessible wide range of financial topics in education, experience in the financial environment, parents’ involvement, feedback from teachers in reading lessons. Keywords: Achievements of financial literacy, Financial Literacy, Mathematic literacy, OECD PISA 2018, Reading literacy.

scholarly journals Disentangling general achievement levels and subject-specific strengths and weaknesses in mathematics, reading, and science

2020 ◽  
Author(s):  
Olesya Gladushyna ◽  
Rolf Strietholt ◽  
Isa Steinmann
Keyword(s):  
Reading Literacy ◽  
Performance Levels ◽  
Fourth Grade Students ◽  
Subject Specific ◽  
The Subject ◽  
Overall Performance ◽  
Cross Country ◽  
And Gender ◽  
Mathematics And Science ◽  
Achievement Levels

AbstractThe paper uses data from the combined TIMSS (Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) assessment in 2011 to explore the subject-specific strengths and weaknesses among fourth grade students worldwide. Previous research came to the conclusion that students only differed in overall achievement levels and did not exhibit subject-specific strengths and weaknesses. This research did, however, not control for differences in overall performance levels when searching for profile differences. Therefore, the present study uses factor mixture analysis to study qualitatively different performance profiles in mathematics, reading, and science while controlling for differences in performance levels. Our findings suggest that the majority of students do not show pronounced strengths and weaknesses and differ mainly in performance levels across mathematics, reading, and science. At the same time, a smaller share of students does indeed show pronounced subject-specific strengths and weaknesses. This result does not represent an artefact, but we find clear and theory-conforming associations between the identified profiles and covariates. We find evidence for cross-country differences in the frequency of subject-specific strengths and weaknesses and gender differences, as well as differences between students who do not or only sometimes speak the language of test at home.

How coach leadership is related to the coach-athlete relationship in elite sport

2021 ◽  
pp. 174795412110215
Author(s):  
Cristina López de Subijana ◽  
Luc J Martin ◽  
Javier Ramos ◽  
Jean Côté
Keyword(s):  
Transformational Leadership ◽  
Elite Athletes ◽  
Intellectual Stimulation ◽  
Elite Sport ◽  
Gender Comparison ◽  
Coach Leadership ◽  
Role Modelling ◽  
Group Goals ◽  
Individualized Consideration

The purpose of this study was to explore the association between coach leadership and the coach-athlete relationship. Eighty-one elite athletes ( M = 20.4 years; SD = 3.8; 58% female and 42% male) responded to questionnaires pertaining to their coaches’ leadership behaviours and the quality of their relationship. The overall model for predicting the quality of the coach-athlete relationship according to perceived coach leadership behaviours explained 61% of the variance. Three transformational leadership behaviours were positively associated with the quality of the coach-athlete relationship: individualized consideration, appropriate role-modelling, and fostering acceptance of group goals and teamwork. Based on a gender comparison, men perceived higher levels of leadership pertaining to role-modelling and intellectual stimulation, in addition to higher levels of quality for the coach-athlete relationship. This research emphasizes the importance of engaging in transformational leadership behaviours with regards to associations with perceptions of the coach-athlete relationship in elite sport contexts.

Sign in / Sign up

Export Citation Format

Share Document