Object structure

Title:

Reading engagement and school achievement of lower secondary school students

Creator:

Zasacka, Zofia ; Bulkowski, Krzysztof

Publisher:

Educational Research Institute

Date:

2017

Abstract:

The article focuses on the value of reading and the enjoyment of this activity by students of lower secondary schools. The subject of the analysis is the relationship of different factors on attitudes towards reading: gender and the social status of students’ families. The aim of the analysis is to learn if reading books and engagement in reading could overcome the negative influence of low social and cultural capital and gender on reading performance and educational outcomes. The study is based on the results of three editions of the national study on reading habits and attitudes among students of lower secondary schools conducted in 2003, 2010, 2013 and two editions of the PISA international survey from 2000 and 2009. ; The article focuses on the value of reading and the enjoyment of this activity by students of lower secondary schools. The subject of the analysis is the relationship of different factors on attitudes towards reading: gender and the social status of students’ families. The aim of the analysis is to learn if reading books and engagement in reading could overcome the negative influence of low social and cultural capital and gender on reading performance and educational outcomes. The study is based on the results of three editions of the national study on reading habits and attitudes among students of lower secondary schools conducted in 2003, 2010, 2013 and two editions of the PISA international survey from 2000 and 2009.

Bibliographic citation:

Edukacja. 2017, 2 (141) - an interdisciplinary approach

Subject and Keywords:

reading attitudes ; engagement in reading ; PISA ; lower secondary school ; educational outcome ; reading performance ; social and cultural capital ; young adults ; sociology of youth ; sociology of education

Coverage:

21st century

Language:

eng

Rights:

Creative Commons BY 4.0

Resource Type:

article

Format:

application/pdf

ISSN:

0239-6858

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