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Authordc.contributor.authorValenzuela Barros, Juan 
Authordc.contributor.authorGómez Vera, Gabriela 
Authordc.contributor.authorSotomayor Echeñique, Carmen 
Cita de ítemdc.identifier.citationInternational Journal of Educational Development 40 (2015) 28–39en_US
General notedc.descriptionArtículo de publicación ISIen_US
Abstractdc.description.abstractChilean students achieved the greatest improvements in reading scores among OECD countries according to 2000–2009 PISA results. The present study aimed to analyze both systemic and individual variables behind Chile’s achievement, with emphasis on analyzing the roles that reading attitudes and strategies can play. Results, obtained through Oaxaca–Blinder decomposition and multilevel models, were consistent with earlier literature. Furthermore, attitudes explain up to 25% of Chilean improvement and 8% of the variance within schools. In contrast, learning strategies are unrelated to achievement changes. These findings provide a more comprehensive understanding of reading development in the context of an emerging educational systemen_US
Patrocinadordc.description.sponsorshipPIA-CONICYT Basal Funds for Centers of Excellence Project BF0003 and CONICYT Project of Insertion of Advanced Human Capital in the Academy N8 79112008en_US
Type of licensedc.rightsAtribución-NoComercial-SinDerivadas 3.0 Chile*
Link to Licensedc.rights.uri*
Keywordsdc.subjectReading attitudesen_US
Keywordsdc.subjectReading motivationen_US
Keywordsdc.subjectLearning strategiesen_US
Keywordsdc.subjectAcademic achievementen_US
Títulodc.titleThe role of reading engagement in improving national achievement: An analysis of Chile’s 2000–2009 PISA resultsen_US
Document typedc.typeArtículo de revista

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Atribución-NoComercial-SinDerivadas 3.0 Chile
Except where otherwise noted, this item's license is described as Atribución-NoComercial-SinDerivadas 3.0 Chile