Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency, achievement behaviour, leisure reading and homework activity
Torppa, M., Eklund, K., Sulkunen, S., Niemi, P., & Ahonen, T. (2018). Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency, achievement behaviour, leisure reading and homework activity. Journal of Research in Reading, 41(1), 122-139. https://doi.org/10.1111/1467-9817.12103
Published inJournal of Research in Reading
© 2017 UKLA. This is a final draft version of an article whose final and definitive form has been published by John Wiley & Sons Ltd. Published in this repository with the kind permission of the publisher.
The present study examined gender gap in Program for International St udentAssessment (PISA) Reading and mediators of the gender gap in a Finnish sample(n = 1,309). We examined whether the gender gap in PISA Reading performancecan be understood via the effects of reading ﬂ uency, achievement behaviour (masteryorientation and task-avoidant behaviour) or the amount of time spent with leisurereading and homework. Girls outperformed boys in all measures except forachievement behaviour. The models explaining PISA Reading were not different:For boys and girls, reading ﬂuency, mastery orientation, leisure book reading andhomework explained the variance in PISA Reading scores. The gender effect on PISAReading was, however, for the most part mediated by differences in reading ﬂuency.These ﬁndings suggest that while mastery orientati on, homework activity and leisurebook reading are concurrent predicto rs of PISA Reading over and above readingﬂuency, they do not explain gender difference.
PublisherWiley-Blackwell Publishing Ltd.
Publication in research information system
MetadataShow full item record
Showing items with similar title or keywords.
Mediating effects of motor performance, cardiorespiratory fitness, physical activity, and sedentary behaviour on the associations of adiposity and other cardiometabolic risk factors with academic achievement in children Haapala, Eero; Lintu, Niina; Eloranta, Aino-Maija; Venäläinen, Taisa; Poikkeus, Anna-Maija; Ahonen, Timo; Lindi, Virpi; Lakka, Timo A. (Routledge, 2018)We investigated the associations of cardiometabolic risk factors with academic achievement and whether motor performance, cardiorespiratory fitness, physical activity, or sedentary behaviour mediated these associations. ...
Pulkkinen, Jonna; Rautopuro, Juhani (Elsevier, 2022)In the Programme for International Student Assessment (PISA), the key knowledge and skills needed in modern society are assessed. So far, however, little is known on the relationship between PISA performance and school ...
van Bergen, Elsje; Vasalampi, Kati; Torppa, Minna (John Wiley & Sons, 2021)Does reading a lot lead to better reading skills, or does reading a lot follow from high initial reading skills? The authors present a longitudinal study of how much children choose to read and how well they decode and ...
Development of silent reading fluency and reading comprehension across grades 1 to 9 : unidirectional or bidirectional effects between the two skills? Psyridou, Maria; Tolvanen, Asko; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Torppa, Minna (Springer Science and Business Media LLC, 2022)Purpose This study examines the developmental interplay between silent reading fluency and reading comprehension from Grade 1 to Grade 9 (age 7 to 15) in a large Finnish sample (N = 2,518). Of particular interest was ...
Socioeconomic differences in the use of alcohol and drunkenness in adolescents : Trends in the Health Behaviour in School-aged Children study in Finland 1990–2014 Liu, Yang; Lintonen, Tomi; Tynjälä, Jorma; Villberg, Jari; Välimaa, Raili; Ojala, Kristiina; Kannas, Lasse (Sage, 2018)Aims: The aims of this study were to explore time-based trends of socioeconomic differences in alcohol use and drunkenness in Finnish adolescents from 1990 to 2014 and to investigate the significance of two indicators in ...