The Influence of Parental Education Level, Parental ReadingAttitude, and Current Home ReadingActivitieson Students’ReadingAttainment: Findings fromthe PIRLS 2006

dc.contributor.authorSu-Yen Chenzh_tw
dc.contributor.authorYu-Jen Changzh_tw
dc.contributor.authorHwa-Wei Kozh_tw
dc.date.accessioned2022-05-16T07:48:50Z
dc.date.available2022-05-16T07:48:50Z
dc.date.issued2011-11-??
dc.description.abstractBy using Taiwanese 4,589 fourth-graders data from the Progress in International Reading LiteracyStudy (PIRLS) 2006, this study probed the influence of parental educational level, parental reading attitude, and current home reading activities on students’ reading attainment. With the multiple-group analyses of structural equation modeling (MGSEM), we also examined the equivalence of these influential relations across gender. The results indicated that the hypothesized model was fitted data separately in male and female groups, and the strengths of relationships among the variables were similar. Parental education level substantially and directly linked to students’reading attainment. Its indirect effect only mediated by parental reading attitude and it was weak. Based on the research findings, the researchers address suggestions pertaining to reading research in Taiwan.zh_tw
dc.identifier1AA47D0B-AC83-7833-B849-7373FDE5A0B8
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/115819
dc.language英文
dc.publisher國立臺灣師範大學教育心理學系zh_tw
dc.publisherDepartment of Educational Psychology, NTNUen_US
dc.relation43(測驗與評量專刊),357-376
dc.relation.ispartof教育心理學報zh_tw
dc.subject.othermultiple-group analysiszh_tw
dc.subject.otherparental education levelzh_tw
dc.subject.otherPIRLSzh_tw
dc.subject.otherreading attitudezh_tw
dc.subject.otherreading attainmentzh_tw
dc.titleThe Influence of Parental Education Level, Parental ReadingAttitude, and Current Home ReadingActivitieson Students’ReadingAttainment: Findings fromthe PIRLS 2006zh-tw

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