DOI: 10.26466/opusjsr.1942642 ISSN: 2791-9781

Hierarchical linear modeling of reading motivation and literacy performance among high-achieving readers in PISA 2018

Simge Güzey, Talha Göktentürk
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This study used hierarchical linear modeling to examine the extent to which student-level enjoyment of reading and reading self-efficacy, together with country-level aggregates of student-reported instructional experiences, accounted for variation in reading literacy scores among high-achieving readers in PISA 2018. The analytic sample consisted of 19,932 students from 79 country groups who were consistently located in the highest 10% of the country-specific reading distribution across all ten reading plausible values. Student-level reading motivational resources were operationalized through enjoyment of reading and reading self-efficacy, whereas extrinsic motivational background was operationalized through country-level aggregates of student-reported instructional climate variables. These country-level indicators included adaptive instruction, teacher support, teacher enthusiasm, teacher feedback, stimulation of reading engagement, and teacher-directed instruction. The results showed that enjoyment of reading and reading self-efficacy were positively associated with reading literacy scores, although the magnitudes of these associations were modest. At the country level, adaptive instruction was positively associated with reading literacy scores, whereas teacher support and teacher-directed instruction showed negative conditional associations. Teacher enthusiasm, teacher feedback, and stimulation of reading engagement were not statistically reliable predictors in the full model. The findings indicate that adaptive instructional conditions may be especially important for explaining variation in advanced reading performance among high-achieving readers.

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