Abstract

Based upon the ecological perspective and the social cognitive theory, this study examined the role of reading self-efficacy in the associations of contextual factors with reading achievement by establishing an educational ecology of reading. The model included student factors, student/home factors, student/school factors, and school factors of reading. These contextual factors were hypothesised as predictors of reading self-efficacy, which was, in turn, the predictor of reading achievement. The Canadian data of the Progress in International Reading Literacy Study 2016 with 18,624 Grade 4 students from 926 schools were analysed with multilevel structural equation modelling. Results showed that most student- and school-level factors significantly predicted reading self-efficacy, which in turn significantly predicted reading achievement. Home resources for learning and school climate factors showed the strongest associations with reading. The theoretical and practical implications of our findings were discussed.

摘要

本研究基于生态学视角和社会认知理论，通过建立阅读教育生态学，检验阅读自我效能感在情境因素与阅读成绩关联中的作用。该模型包括学生因素、学生/家庭因素、学生/学校因素和学校阅读因素。这些背景因素被假设为阅读自我效能的预测因子，而阅读自我效能又是阅读成就的预测因子。使用多层次结构方程模型分析了加拿大 2016 年国际阅读素养研究进展数据，该数据包含来自 926 所学校的 18,624 名四年级学生。结果表明，大多数学生和学校层面的因素都能显着预测阅读自我效能，进而显着预测阅读成绩。家庭学习资源和学校气候因素显示出与阅读的最强关联。讨论了我们研究结果的理论和实践意义。