Motivation and Reading Achievement of Language Minority Students: Evidence From PISA 2018

• In Event: AERA Roundtable Session Saturday 3:20 pm Four Seasons Ballroom 1
  In Roundtable Session: Cross-Cultural Perspectives on Learning and Motivation (Table 9)

Abstract

Grounded in self-determination theory, this study investigates the relationship between motivational support and reading achievement among language minority and majority students using PISA 2018 dataset. We explore the extent to which motivational support (from teachers, parents, and students), language status, socioeconomic status (SES), and gender predict reading achievement. By conducting correlation and regression analyses on 14,732 middle school students from the US and Australia, the findings reveal two robust indicators of reading achievement across language statuses and countries: intrinsic motivation and SES. The study highlights notable differences in the predictive roles of language minority status and competence support between the US and Australia. Our findings underscore the importance of motivational support in reading achievement among diverse student populations.

Authors

• Yan Wu, Johns Hopkins University

• Marcia H. Davis, Johns Hopkins University