This study aimed to identify motivation and home influence factors that predict reading literacy achievement of grade 4 students in Abu Dhabi It drew on the Progress in International Reading Literacy Study (PIRLS) 2011 data, which placed Abu Dhabi students' results substantially below the international benchmark of 500. Selected items from the PIRLS 2011 student and home questionnaires were analyzed in a regression model fitted using the IEA International Database (IDB) Analyzer software (version 4.0.20) to determine the effects of student intrinsic and extrinsic reading motivation, reading self-efficacy, and home literacy environment on reading achievement. Results from multiple regression analyses showed that student's reading self-efficacy was the strongest predictor of student reading achievement, while a number of home context variables made significant and independent contributions. However, two variables that are widely claimed as key to the success of reading development and achievement, intrinsic reading motivation and parent involvement in learning, were shown to have either no or negative association with student reading achievement. The findings affirm the important contributions of student self-efficacy, extrinsic motivation, and home literacy environment to the reading achievement of Abu Dhabi's 4th graders, which supports the design of a comprehensive and enabling literacy promotion strategy and program that integrates individual readers, the school, and home literacy environments. Possible explanations of the observed relationships between intrinsic reading motivation, parent involvement in learning, and reading comprehension in the context of Abu Dhabi was also discussed.

中文翻译：

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阅读动机，自我效能感和家庭影响力对学生识字成绩的作用：阿布扎比四年级学生的初步检查

这项研究旨在确定动机和家庭影响因素，以预测阿布扎比4年级学生的阅读素养成就。该研究借鉴了2011年国际阅读素养研究（PIRLS）数据，该数据使阿布扎比学生的学习成绩大大低于国际基准的500。从PIRLS 2011学生和家庭问卷中选择的项目在使用IEA国际数据库（IDB）分析器软件（版本4.0.20）拟合的回归模型中进行分析，以确定学生内在和外在阅读动机，阅读自我的影响效能和家庭读写环境对阅读成绩的影响。多元回归分析的结果表明，学生的阅读自我效能感是学生阅读成绩的最强预测因子，而许多家庭环境变量则做出了重要且独立的贡献。但是，两个变量被广泛认为是成功获得阅读发展和成就的关键，内在阅读动机和父母参与学习，这些变量与学生阅读成就之间没有关联或具有负面关联。研究结果肯定了学生的自我效能感，外在动机和家庭识字环境对阿布扎比四年级学生的阅读成绩的重要贡献，这支持设计一个全面而有利的识字促进策略和计划，将个人读者，学校整合在一起以及家庭识字环境。关于内在阅读动机，父母参与学习，