Page 68 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 68
index values 1
0,9 FEMALE STUDENTS MALE STUDENTS
0,8
0,7
0,6
0,5
0,4
0,3
0,2
0,1
0
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
ESCS ONLNREAD HOMSCH ENTUSE JOYREAD DIVREAD LIBUSE METASUM UNDREM CSTRAT ELAB MEMOR
Figure 3: Mean values of indices by gender by achievement groups
FEMALE STUDENTS MALE STUDENTS
68 correlation with reading performance
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
ESCS ONLNREAD HOMSCH ENTUSE JOYREAD DIVREAD LIBUSE METASUM UNDREM CSTRAT ELAB MEMOR
Figure 4: Bivariate correlation coefficients of indices by gender by
achievement groups
Following are some more considerable differences in associations be-
tween indices and reading achievement as presented in Figures 2 to 4. The cor-
relation of the index of economic, social and cultural status in Figure 2 is among
the higher ones for both genders, while the mean index values by achieve-
ment groups differ between genders. In all three groups, the mean index value
is lower for female students than male students. However, this comes as no sur-
prise considering the low-achievement group consists of almost three-quar-
ters of male students (72%, Table 2) and only one-quarter of female students
(28%). This explains the greater difference in values of the index of econom-
ic, social and cultural status between students in this group and thereby great-
er similarity of the mean of this index to the common mean (which equals 0).
A similar explanation can be given for lower mean values of the index of eco-
nomic, social and cultural status for female students in the higher-achievement
student (under)achievement: perspectives, approaches, challenges
0,9 FEMALE STUDENTS MALE STUDENTS
0,8
0,7
0,6
0,5
0,4
0,3
0,2
0,1
0
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
ESCS ONLNREAD HOMSCH ENTUSE JOYREAD DIVREAD LIBUSE METASUM UNDREM CSTRAT ELAB MEMOR
Figure 3: Mean values of indices by gender by achievement groups
FEMALE STUDENTS MALE STUDENTS
68 correlation with reading performance
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
low
basic
higher
ESCS ONLNREAD HOMSCH ENTUSE JOYREAD DIVREAD LIBUSE METASUM UNDREM CSTRAT ELAB MEMOR
Figure 4: Bivariate correlation coefficients of indices by gender by
achievement groups
Following are some more considerable differences in associations be-
tween indices and reading achievement as presented in Figures 2 to 4. The cor-
relation of the index of economic, social and cultural status in Figure 2 is among
the higher ones for both genders, while the mean index values by achieve-
ment groups differ between genders. In all three groups, the mean index value
is lower for female students than male students. However, this comes as no sur-
prise considering the low-achievement group consists of almost three-quar-
ters of male students (72%, Table 2) and only one-quarter of female students
(28%). This explains the greater difference in values of the index of econom-
ic, social and cultural status between students in this group and thereby great-
er similarity of the mean of this index to the common mean (which equals 0).
A similar explanation can be given for lower mean values of the index of eco-
nomic, social and cultural status for female students in the higher-achievement
student (under)achievement: perspectives, approaches, challenges
