Numerous studies have investigated the relationships between various student, home and contextual factors and reading achievement. However, the relationship between such factors and reading attitudes has been investigated far less, despite the fact that theoretical frameworks of large-scale assessments and school effectiveness research emphasize the importance of non-cognitive outcomes. Based on a series of multi-group analyses using a structural equation modeling approach, we elucidate the relationships between student attitudes toward reading and student-, home- and context-related factors. In order to shed light on the role of different educational systems, we make use of the representative data from four national PIRLS samples (France, Germany, Italy and the Netherlands) from 2011 (n = 16,622). As gender differences are apparent in reading achievement and reading choices, we apply a multi-group comparative approach in order to control for potential gender-biased estimates caused by measurement non-invariance of the PIRLS instrument Attitude toward Reading. Our results reveal the importance of individual student and home characteristics for promoting students’ reading attitudes, particularly the number of books at home and the amount of reading outside school. Our results also indicate that school- and classroom-related factors such as the time spent on reading and the availability of a classroom or school library show no or only little interrelation with students’ reading attitudes. These findings are relatively stable in the cross-country comparison. As expected, our results also support previous findings on gender differences in reading attitudes, as girls show more positive attitudes toward reading than boys. The implications of these results for researchers, politicians and practitioners are discussed.

中文翻译：

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促进男孩和女孩的阅读态度：教育政策的新挑战？横跨四个欧洲国家的多组分析

许多研究调查了各种学生，家庭和背景因素与阅读成绩之间的关系。然而，尽管大规模评估和学校有效性研究的理论框架强调了非认知结果的重要性，但对这些因素与阅读态度之间关系的研究却很少。基于使用结构方程建模方法进行的一系列多组分析，我们阐明了学生对阅读的态度与学生，家庭和情境相关因素之间的关系。为了阐明不同教育系统的作用，我们使用了2011年以来四个国家PIRLS样本（法国，德国，意大利和荷兰）的代表性数据（n = 16,622）。由于性别差异在阅读成就和阅读选择方面很明显，因此我们采用了多组比较的方法，以控制由PIRLS仪器对阅读态度的测量不变性引起的潜在的性别偏向估计。我们的结果表明，个人和家庭特征对于提高学生的阅读态度尤其是在家读书的数量和校外阅读量的重要性。我们的研究结果还表明，与学校和课堂相关的因素，例如阅读时间，教室或学校图书馆的可用性，与学生的阅读态度没有或只有很少的相互关系。这些结果在跨国比较中相对稳定。不出所料 我们的研究结果也支持以前关于阅读态度上的性别差异的发现，因为女孩对阅读的态度比男孩更积极。讨论了这些结果对研究人员，政治家和从业人员的意义。