PISA 2018 Verilerine Göre Başarıları Farklı Ülke Öğrencilerinin Okuma Becerilerinin Duyuşsal Özellikler İle İlişkisinin İncelenmesi

Abstract

Countries apply large-scale international examinations such as PISA, TIMMS and PIRLS in order to evaluate their education systems and measure the level of students in these education systems. PISA is a program implemented every three years to obtain comparable data on the performance of 15-year-old students in OECD countries in science literacy, mathematics literacy and reading skills. Many variables affect the achievement scores obtained from the exams administered in this program. Knowing which variables are effective and at what level will provide information to educators and parents to increase students' success. This study explains which of the following variables predicted the achievement of students from Turkey, Singapore and Morocco who participated in the Program for International Student Assessment (PISA) in 2018: fear of failure, subjective well-being: sense of belonging to school, resilience, student's experience of being bullied, reading self-concept: perceived efficacy, parents‘ emotional support perceived by the student, teacher's encouragement of reading interest perceived by the student, mother's level of completed education, father's level of completed education, parents’ level of completed education, family assets/wealth, economic, social and cultural status index, time spent in early childhood and liking/enjoying reading. The analyses revealed that the economic, social and cultural status index, liking/enjoying reading, and the student's experience of being bullied were strong predictors of PISA 2018 reading skills.