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Factors related to digital reading achievement: A multi-level analysis using international large scale data
ARTICLE

, Seoul National University of Education, Korea (South) ; , Korea Institute for Curriculum & Evaluation, Korea (South)

Computers & Education Volume 133, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This study aimed to examine which relevant variables were associated with adolescents' digital reading achievement using the Programme for International Student Assessment (PISA) 2009 dataset. A three-level hierarchical linear model was employed to identify significant factors predicting digital reading, controlling for print reading ability, and to examine if the extent of the association remained the same across schools and countries. The results confirmed the importance of navigation, metacognitive summary strategies, attitudes toward ICT, and social online reading activities. Female students, on average, underperformed male students when controlling for other variables. However, the associations between these factors and digital reading varied across schools and countries. Navigation appeared universally predictive in digital reading according to the results of the multilevel models.

Citation

Lim, H.J. & Jung, H. (2019). Factors related to digital reading achievement: A multi-level analysis using international large scale data. Computers & Education, 133(1), 82-93. Elsevier Ltd. Retrieved May 27, 2019 from .

This record was imported from Computers & Education on March 15, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2019.01.007

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