Exploring Factors Influencing Turkish Adolescents’ Digital Reading Achievement

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Abstract

This study investigates the factors influencing Turkish adolescents’ digital reading achievement using PISA 2018 data. Drawing on the Digital Literacies framework, we conducted hierarchical multiple regression analyses to examine how socioeconomic status, gender, ICT availability, reading motivation, self-concept, and metacognitive strategies affect students’ digital reading performance. Results revealed that assessing the credibility of sources, SES, and reading motivation were the strongest predictors. Interestingly, ICT availability alone did not significantly enhance digital reading performance, highlighting the importance of cognitive and motivational engagement. These findings offer critical insights for educational policy and instruction, suggesting that equitable access to digital tools must be paired with targeted support for students’ cognitive and affective development to foster digital literacy.

Authors

• Ibrahim Kizil, Syracuse University

• Hanifi Yumusak, Turkish Ministry of National Education

• Canan Senturk-Barisik, Turkish Ministry of National Education

• Secil Kilic, Erciyes University

• Fatima Seyma Kizil, Syracuse University