The Influence of Student-Level Factors on Reading Literacy: A Comprehensive Study

Abstract

The aim of the present study was to examine the factor affecting reading performance of the students in a broad sense. The sample was comprised of a total of 752076 students who participated in PISA studies from OECD member countries during the years of 2000 (n = 159095), 2009 (n = 298454) and 2018 (n = 294527) in which reading literacy was the major domain of interest. The causal relationships were examined by using a series of multiple linear regressions by using IDB Analyzer software which creates syntaxes that replicate the analysis 80 times for each plausible value and calculate the average values by taking into account the student weights as suggested in the PISA manuals. The results revealed that enjoyment of reading (at 91%, 100%, and 56% of countries in 2000, 2009, and 2018, respectively), and index of economic, social, and cultural status (at 81%, 91%, and 91% of countries in 2000, 2009, and 2018, respectively) were ranked among the most significant variables that predict reading literacy in all three PISA cycles. While metacognition was not included in 2000, it was among the most important variables (at 100% of countries) in 2009 and 2018.