Parental Factors and Students' Reading Attitude, Strategies, and Achievement: Evidence From PISA 2018 Hong Kong

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Parental Factors and Students' Reading Attitude

Abstract

Using Hong Kong data from the 2018 Programme for International Student Assessment (PISA), this study investigated the relationships between parental factors and students’ reading attitude, perceptions of reading strategies, and reading achievement. The structural equation modeling (SEM) results suggest that parents’ reading attitude and behaviors, as forms of embodied cultural capital, affect students’ reading attitude and perceptions of reading strategies, which in turn affect their reading achievement. Importantly, this study explored different types of parents’ reading behavior - reading for information and reading for entertainment-and found different impacts on students’ perceptions of reading strategies and then their achievement.This study emphasizes the role of parents’ reading as a form of cultural capital in students' reading development.

Authors

• Ren Liu, Shandong University of Economics and Finance

• Fanya Wu, University at Buffalo - SUNY