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.

摘要

国际学校教育过程的一个中心目标是发展阅读技能。不幸的是，欧盟的许多学生在这方面表现不佳，而这些低绩效在人类发展指数 (HDI) 值较低的国家更为明显。本研究使用来自 27 个国家的 PISA 数据分析了学校社会经济地位 (SES) 对阅读成绩的背景影响。我们发现，学校 SES 通过阅读自我能力对学生的阅读表现产生积极的背景影响，尤其是在 HDI 值较低的国家。然而，在中等和较高的人类发展指数国家，情境效应较小，我们没有观察到阅读自我能力的间接效应。我们得出结论，最重要的是学校 SES，而不是学生 SES。所以，