Examining Non-cognitive Factors Predicting Reading Achievement in Turkey: Evidence from PISA 2018

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dc.contributor.authorKaraman, Pinar
dc.date.accessioned2025-03-23T18:52:41Z
dc.date.available2025-03-23T18:52:41Z
dc.date.issued2022
dc.departmentSinop Üniversitesi
dc.description.abstractThe purpose of the study was to investigate how student and teacher-related non-cognitive variables were important factors on the reading performances of Turkish students in PISA 2018. The results of the HLM analysis revealed that economic, social and cultural status (ESCS) as backround variable was considered an effective predictor of student and school reading achievement. Meta-cognitive stratejies were the most influential variables among the students’ non-cognitive variables. Besides, most of the teacher-related non-cognitive factors had significant impacts on reading achievement even after controlling all student related and backround variables. Teachers’ instructional behaviours such as adaptive instruction and teacher-directed instruction have much more influence on reading performance than other teacher behaviors. The results suggeted that fostering soft skills are essential for both students and teachers.
dc.identifier.doi10.33200/ijcer.1026655
dc.identifier.doihttps://doi.org/10.33200/ijcer.1026655
dc.identifier.endpage459
dc.identifier.issn2148-3868
dc.identifier.issue3
dc.identifier.startpage450
dc.identifier.urihttps://hdl.handle.net/11486/1962
dc.identifier.volume9
dc.institutionauthorKaraman, Pinar
dc.language.isoen
dc.publisherMuhammed ZINCIRLI
dc.relation.ispartofInternational Journal of Contemporary Educational Research
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_DergiPark_20250323
dc.subjectReading achievement
dc.subjectHierarchical linear models
dc.subjectMeta-cognitive strategies
dc.subjectAdaptive instruction
dc.subjectTeacher-directed instruction
dc.titleExamining Non-cognitive Factors Predicting Reading Achievement in Turkey: Evidence from PISA 2018
dc.typeArticle

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