The Effects of Student- and School-Level Characteristics on Digital Reading Ability: A Cross-Cultural Study

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Abstract

The purpose of this study was to examine student- and school-level characteristics affecting digital reading achievement in PISA. Based on multilevel analysis, we investigated which and to what extent cognitive, affective, and ICT-related factors were associated with digital reading ability, and which school contextual variables were influential on students’ digital reading performance conditioning on other variables. Finally, we examined similarities and differences of the associations between student- and school-level variables and digital reading performance across countries. Availability of ICT resources at home and online reading activities were likely to be positively associated with digital reading across countries. Parental occupations and educational levels, enjoyment of reading and meta-cognition variables were also influential factors on digital reading.

Authors

• Hyo Jin Lim, Chonbuk National University

• Hyekyung Jung, Korea Institute for Curriculum and Evaluation