Page 90 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 90
by nature; they also acknowledge the significant role it plays in their social re-
lations (ibid).
PISA 2009 and 2012 questions, which pertain to individual reading engage-
ment, are placed among the questions related to reading motivation (interest,
autonomy and social interaction) and reading habits, in both printed and dig-
ital forms. Questions related to the learning environment in connection with
learning engagement are included in the context of questions pertaining to
classroom activities.
Motivation of 15-year-old Slovenian Students for Reading
In relation to PISA 2009, motivational factors of reading literacy in Slovenia
were analysed as part of secondary analyses and the evaluation study entitled
‘Motivational Factors in Education of Young People and Adults’ (Motivacijski de-
javniki v izobraževanju mladine in odraslih). Outlines of some of the results of
both studies relevant for this paper are pointed out below.4
In PISA 2009, reading motivation is defined by means of the indices of read-
90 ing for enjoyment, the enjoyment of reading activities and diversity of reading
materials. Results of secondary analyses (Puklek Levpušček et al., 2012b) indi-
cate 15-year-old Slovenian students who read more for their own enjoyment
achieve better scores in reading literacy tests (the mean reading literacy test
score of students who do not read for pleasure is 446 points, whereas the score
of students who read for enjoyment is 509). However, reading scores do not in-
crease in proportion to the amount of time students invest in reading. More-
over, it is important that young people accept reading as an activity that they
like doing in their free time and that they also devote some of their daily time
to this sort of reading (i.e. leisure reading).
Results also indicate that 15-year-old Slovenian students are on average
less fond of reading than turned out to be the case in OECD countries. For in-
stance, just over half of Slovenian students reported they read only to get the
information that they need and that they read only if they have to. One third
of students believe reading is a waste of time, but only slightly more than a
fifth of students report reading is one of their favourite hobbies. In compari-
son with the average of OECD countries, there are fewer students who say they
feel happy if they receive a book as a present and also to a smaller extent that
they enjoy going to a bookstore or a library. Among students who rank in the
bottom quarter with their results on the index of enjoyment of reading activi-
ties, the reading score is 98 points lower than among students who rank in the
top quarter of results for this index (445 against 543 points). Another impor-
4 For more on relevant results see the monographs Factors of Reading Literacy in PISA 2009 (Dejavni-
ki bralne pismenosti v raziskavi PISA 2009) (Puklek Levpušček et al., 2012b) and Motivational Factors in
Education of Young People and Adults (Motivacijski dejavniki v izobraževanju mladine in odraslih) (Puk-
lek Levpušček and Šterman Ivančič, 2013).
student (under)achievement: perspectives, approaches, challenges
lations (ibid).
PISA 2009 and 2012 questions, which pertain to individual reading engage-
ment, are placed among the questions related to reading motivation (interest,
autonomy and social interaction) and reading habits, in both printed and dig-
ital forms. Questions related to the learning environment in connection with
learning engagement are included in the context of questions pertaining to
classroom activities.
Motivation of 15-year-old Slovenian Students for Reading
In relation to PISA 2009, motivational factors of reading literacy in Slovenia
were analysed as part of secondary analyses and the evaluation study entitled
‘Motivational Factors in Education of Young People and Adults’ (Motivacijski de-
javniki v izobraževanju mladine in odraslih). Outlines of some of the results of
both studies relevant for this paper are pointed out below.4
In PISA 2009, reading motivation is defined by means of the indices of read-
90 ing for enjoyment, the enjoyment of reading activities and diversity of reading
materials. Results of secondary analyses (Puklek Levpušček et al., 2012b) indi-
cate 15-year-old Slovenian students who read more for their own enjoyment
achieve better scores in reading literacy tests (the mean reading literacy test
score of students who do not read for pleasure is 446 points, whereas the score
of students who read for enjoyment is 509). However, reading scores do not in-
crease in proportion to the amount of time students invest in reading. More-
over, it is important that young people accept reading as an activity that they
like doing in their free time and that they also devote some of their daily time
to this sort of reading (i.e. leisure reading).
Results also indicate that 15-year-old Slovenian students are on average
less fond of reading than turned out to be the case in OECD countries. For in-
stance, just over half of Slovenian students reported they read only to get the
information that they need and that they read only if they have to. One third
of students believe reading is a waste of time, but only slightly more than a
fifth of students report reading is one of their favourite hobbies. In compari-
son with the average of OECD countries, there are fewer students who say they
feel happy if they receive a book as a present and also to a smaller extent that
they enjoy going to a bookstore or a library. Among students who rank in the
bottom quarter with their results on the index of enjoyment of reading activi-
ties, the reading score is 98 points lower than among students who rank in the
top quarter of results for this index (445 against 543 points). Another impor-
4 For more on relevant results see the monographs Factors of Reading Literacy in PISA 2009 (Dejavni-
ki bralne pismenosti v raziskavi PISA 2009) (Puklek Levpušček et al., 2012b) and Motivational Factors in
Education of Young People and Adults (Motivacijski dejavniki v izobraževanju mladine in odraslih) (Puk-
lek Levpušček and Šterman Ivančič, 2013).
student (under)achievement: perspectives, approaches, challenges
