Reading engagement and school achievement of lower secondary school students

• Authors: Zasacka Zofia , Bulkowski Krzysztof
• Languages of publication: EN

Abstracts

EN

The article focuses on the value of reading and the enjoyment of this activity by students of lower secondary schools. The subject of the analysis is the relationship of different factors on attitudes towards reading: gender and the social status of students’ families. The aim of the analysis is to learn if reading books and engagement in reading could overcome the negative influence of low social and cultural capital and gender on reading performance and educational outcomes. The study is based on the results of three editions of the national study on reading habits and attitudes among students of lower secondary schools conducted in 2003, 2010, 2013 and two editions of the PISA international survey from 2000 and 2009.

Keywords

EN

reading attitudes; engagement in reading PISA; lower secondary school; educational outcome; reading performance; social and cultural capital; young adults; sociology of youth; sociology of education

• Publisher: Instytut Badań Edukacyjnych
• Journal: Edukacja
• Year: 2017
• Issue: 2(2017)
• Pages: 78–99

Contributors

author

Zasacka Zofia

• Educational Research Institute

author

Bulkowski Krzysztof

• Educational Research Institute

References

• Alexander, P. A. and Fox, E. (2011). Adolescents as readers. In M. L. Kamil, P. D. Pearson. E. B. Moje and P. B. Afferbach (eds.), Handbook of reading research (vol. 4, pp. 163–167). New York–London: Routledge.
• Alexander, P. A. and Fox, E. (2013). A historical perspective on reading, research and practice, redux. In D. A. Alvermann, N. J. Unrau and R. B. Ruddal (eds.), Theoretical models and process of reading (pp. 3–47). Newark: International Reading Association.
• Bandura, A. (2007). Teoria społecznego uczenia się. Transl. J. Kowalczewska and J. Radzicki. Warszawa: PWN.
• Białecki, I. and Haman, J. (2003). Program Międzynarodowej Oceny Umiejętności Uczniów OECD/PISA. Wyniki polskie – raport z badań. Warszawa: Fundacja ResPublica–Ministerstwo Edukacji Narodowej i Sportu.
• Bourdieu, P. (2005). Dystynkcja. Społeczna krytyka władzy sądzenia. Transl. P. Biłos. Warszawa: Scholar.
• Brozo, B., Shiel, G. and Topping, K. (2007/2008). Engagement in reading: lessons learned from three PISA countries. Journal of Adolescent and Adult Literacy, 51(4), 304–315.
• Brzezińska, A. I. (1987). Gotowość do czytania i pisania i jej rozwój w wieku przedszkolnym. In A. I. Brzezińska (ed.), Czytanie i pisanie – nowy język dziecka (pp. 30–38). Warszawa: Wydawnictwa Szkolne i Pedagogiczne.
• Burton, D., Hamilton, M. and Ivanić, R. (eds.). (2010). Situated literacies. Reading and writing in context. London–New York: Routledge.
• Bussey, K. and Bandura, A. (1999). Social cognitive theory of sex development and differentiation. Psychological Review, 106(4), 676–713.
• Chomczyńska-Rubacha, M. (2011). Płeć i szkoła. Od edukacji rodzajowej do pedagogiki rodzaju. Warszawa: PWN.
• Clark, Ch. (2012). Children’s and young people’s reading today. Findings from the 2011 National Literacy Trust’s annual survey. Pobrano z www.literacytrust.org.uk/ assets/0001/1393/Omnibus_reading_2010.pdf.
• Clark, Ch. and Douglas, J. (2011). Young people’s reading and writing. An in-depth study focusing on enjoyment, behavior, attitudes and attainment. London: National Literacy Trust.
• Coles, M. and Hall, C. (2002). Sexed readings: learning from children reading choices. Journal of Research in Reading, 25(1), 96–108.
• Dolata, R., Jakubowski, M. and Pokropek, A. (2013). Polska świata w międzynarodowych badaniach umiejętności uczniów PISA OECD. Wyniki, trendy, kontekst i porównywalność. Warszawa: Wydawnictwa Uniwersytetu Warszawskiego.
• Federowicz, M. (ed.). (2010). Wyniki badania PISA 2009 w Polsce. Retrieved from http://www.ifispan.waw. pl/pliki/1_pisa_2009.pdf
• Federowicz, M. (red.). (2013). Wyniki badania PISA 2012 w Polsce. Retrieved from http://www.ifispan.waw.pl/pliki/pisa-2012-raport_09_07-best.pdf
• Gerrig, R. J. (1998). Experiencing narrative worlds. On the psychological activities of reading. New Haven–London: Westview Press.
• Guthrie, J. T. and Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson and R. Barr (eds.), Handbook of reading research (vol. 3, pp. 403–422). Mahwah: Lawrence Erlbaum.
• Hall, C. and Coles, M. (1999). Children’s reading choices. London: Routledge.
• Hamston, J. and Love, K. (2003). Reading relationships’: parents, boys, and reading as cultural practice. Australian Journal of Language and Literacy, 26(3), 44–58.
• Hamston, J. and Love, K. (2005). Voicing resistance: adolescent boys and the cultural practice of leisure reading. Discourse, 26(2), 183–202.
• Heath, S. B. (1984). Ways with words: language, life, and work in communities and classrooms. Cambridge: Cambridge University Press.
• Hofstede, G. J. (2007). Kultury i organizacje. Zaprogramowanie umysłu. Transl. M. Durska. Warszawa: Polskie Wydawnictwo Ekonomiczne.
• Kirsch, I., Long, J. D., Lafontaine, D., McQueen, J., Mendelovits, J. and Monseur, Ch. (2002). Reading for change: performance and engagement across countries. Paris: OECD Publishing.
• Kłoskowska, A. (1981). Socjologia kultury. Warszawa: Państwowe Wydawnictwo Naukowe.
• Knoester, M. (2009). Inquiry into urban adolescent independent reading habits: can Gee’s theory of discourses provide insight? Journal of Adolescent & Adult Literacy, 52(8), 676–685.
• Koryś, I. and Dawidowicz-Chymkowska, O. (2012). Społeczny zasięg książki w Polsce w 2010 r. Bilans dwudziestolecia. Warszawa: Biblioteka Narodowa.
• Kraaykamp, G. (2003). Literary socialization and reading preference. Effects of parents, the library and the school. Poetics, 31(3–4), 235–258.
• Kress, G. (2003). Literacy in the new media age. New York: Routledge.
• OECD (2010a). PISA 2009 results: what students know and can do – student performance in reading, mathematics and science (vol. 1). Paris: OECD Publishing.
• OECD (2010b). PISA 2009 results: overcoming social background – equity in learning opportunities and outcomes (vol. 2). Paris: OECD Publishing.
• OECD (2010c). PISA 2009 Results: learning to learn – student engagement, strategies and practices (vol. 3). Paris: OECD Publishing.
• OECD (2012). PISA 2009 technical report. Paris: OECD Publishing.
• OECD (2014). PISA 2012 results: what students know and can do – student performance in mathematics, reading and science. Paris: OECD Publishing.
• Leszczyński, G. (2010). Bunt czytelników. Proza inicjacyjna net generacji. Warszawa: Stowarzyszenie Bibliotekarzy Polskich.
• Livingstone, S. (2002). Young people and new media. Childhood and the changing media environment. London: Sage Publications.
• Logan, S. and Johnson, R. (2009). Sex differences in reading ability and attitudes: examining where these differences lie. Journal of Research in Reading, 32(2), 199–214.
• Love, K. and Hamston, J. (2003). Teenage boys’ leisure reading dispositions: juggling male youth culture and family cultural capital. Educational Review, 55(2), 162–177.
• Marinak, B. A. and Gambrell, L. B. (2010). Reading motivation: exploring the elementary sex gap. Literacy Research and Instruction, 49(2), 129–141.
• Millard, E. (1997). Differently literate: sex identity and the construction of the developing leader. Sex and Education, 9(1), 31–48.
• Myrdzik, B. and Latoch-Zielińska, M. (eds.). (2006). Kultura popularna w szkole. Pobłażliwe przybliżenie czy autentyczny dialog. Lublin: Wydawnictwo UMCS.
• Neilsen, L. (2006). Playing for real: texts and the performance of identity. In D. Alvermann (ed.), Reconceptualizing the literacies in adolescents’ lives. (2nd ed., pp. 47–63). Mahwah–London: Lawrence Erlbaum.
• Nell, V. (1988). Lost in a book. The psychology of reading for pleasure. New Haven–London: Yale University Press.
• Obuchowska, I. (1996). Drogi dorastania. Psychologia rozwojowa okresy dorastania. Warszawa: Wydawnictwa Szkolne i Pedagogiczne.
• Pecora, N. O. (1999). Identity by design: the corporate constructions of teen romance novels. In S. Mazzarella, R. Sharon, R. and N. O. Pecora (eds.), Growing up girls. Popular culture and the construction of identity (pp. 49–86). New York: Peter Lang.
• Radway, J. A. (1991). Reading the romance. Women, patriarchy, and popular literature. Chapel Hill: The University of North Carolina Press.
• Rogoff, B. (1995). Observing sociocultural activity on three planes: participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. del Rio and A. Alvarez (eds.), Sociocultural studies of mind (pp. 139–164). Cambridge: University Press Cambridge.
• Schiefele, U., Schaffner, E., Möller. J. and Wigfield, A. (2012). Dimensions of reading and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427–463.
• Siekierski, S. (2000). Czytania Polaków w XX wieku. Warszawa: Wydawnictwa Uniwersytetu Warszawskiego.
• Straus, G. (2002). Czytanie u progu liceum. Warszawa: Biblioteka Narodowa.
• Swidler, A. (1986). Culture in action: symbols and strategies. American Sociological Review, 51(2), 273–286.
• Witkowski, L. (2000). Rozwój i tożsamość w cyklu życia. Studium koncepcji Ericka H. Eriksona. Toruń: Wit-Graf.
• Williams, B. T. (2006). Metamorphosis hurts: resistant students and myths of transformation. Journal of Adolescent and Adult Literacy, 50(2), 148–153.
• Wentzel, K. R. and Wigfield, A. (1998). Academic and social motivational influences on students’ academic performance. Educational Psychology Review, 10(2), 155–173.
• Wentzel, K. R. (1996). Social goals and social relationships as motivators of school adjustment. In J. Juvonen and K. R. Wentzel (eds.), Social motivation: understanding children’s school adjustment (pp. 226–247). New York: Cambridge University Press.
• Wigfield, A. and Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420–432.
• Wigfield, A. (1997). Reading motivation: a domain-specific approach to motivation. Educational Psychologist, 32(2), 59–68.
• Zasacka, Z. (2008). Nastoletni czytelnicy. Warszawa: Biblioteka Narodowa.
• Zasacka, Z. (2012). Nastolatki i książki – od czytania codziennego do unikania. Edukacja, 118(2), 20–35.
• Zasacka, Z. (2013). Nastolatki i ich przyjemności czytania książek. In M. Antczak, A. Brzuska-Kępa and A. Walczak-Niewiadomska (eds.), Kultura czytelnicza dzieci i młodzieży początku XXI wieku. Szkice bibliologiczne (pp. 95–115). Łódź: Wydział Filologiczny Uniwersytetu Łódzkiego.
• Zasacka, Z. (2014). Czytelnictwo dzieci i młodzieży. Warszawa: Instytut Badań Edukacyjnych.
• Zunshine, L. (2006). Why we read fiction. Theory of mind and the novel. Columbus: The Ohio State University Press.

Notes

http://www.edukacja.ibe.edu.pl/images/numery/2017/2-5-zasacka-bulkowski-reading-engagement.pdf

Identifiers

DOI

10.24131/3724.170205