文章基本信息

标题：The development of PISA reading competence in secondary education
其他标题：Razvoj PISA čitalačke kompetencije u srednjem obrazovanju
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作者：Vitomir Jovanović ; Aleksandar Baucal
期刊名称：Psihološka Istraživanja
印刷版ISSN：0352-7379
电子版ISSN：2560-306X
出版年度：2016
卷号：19
期号：1
DOI：10.5937/PsIstra1601063J
语种：English
出版社：University of Belgrade, Faculty of Philosophy, Institute of Psychology
摘要：The aim of the paper is to provide a contribution to answering the question about the most important predictors of progress in reading competence achieved by students after two years of secondary education,as well as whether the set of predictors of progress is different from the set of predictors of achievement in reading literacy test and school achievement measured via school grades. The students from the sample for the PISA 2009 study conducted in Serbia were tested again after two years by the PISA reading literacy test,quasi longitudinally,measuring achievement correlates at another time point. The realised sample included 20 secondary schools and 446 students. We selected fourteen predictors that,according to the studies so far,proved to have highest correlations with school achievement. The results have shown that the predictors explain only 13% of variance of the progress in reading literacy test (R=.36;R2 =.13;F197,18=12.97;p<.05) although they explain 49% of variance of achievement at it (R=.70;R2 =.49;F257,18=12.97;p<.001). This opens up the issue of the importance of early learning for progress in reading competence. In both the first and the second analysis,the strongest predictor was the autonomous form of extrinsic motivation which,according to the self-determination theory,speaks about the importance of learning for future life and career. A somewhat different set of used predictors predicted school achievement measured via school grades. Using metacognitive strategies is not an important predictor of school achievement while it is the predictor of achievement in the reading literacy test. Together with the findings pointing towards the lower than expected correlation between achievement in reading literacy and school achievement (r=.39;p<0.001) and generally low progress of Serbia at this test compared to the estimated progress of the OECD countries,these results give grounds for the conclusion that our educational system does not promote sufficiently the development of reading competence.
其他摘要：Osnovni cilj ovog rada jeste pružanje doprinosa odgovorima na pitanje o tome koji su najvažniji prediktori napretka u čitalačkoj kompetenciji koji učenik ostvari nakon dve godine srednjeg obrazovanja i da li se sklop prediktora napretka razlikuje od sklop
关键词：PISA;reading literacy;progress in reading literacy;school achievement;correlates of academic achievement
其他关键词：PISA;čitalačka pismenost;napredak na čitalačkoj pismenosti;školski uspeh;korelati akademskog postignuć