The Contribution of Student’s Variables and Teacher’s Variables in Predicting Reading Literacy of PIRLS 2021

Mohammadnia, Zahra; Mohsenpour, Maryam

doi:10.22055/edus.2025.48385.3687

The Contribution of Student’s Variables and Teacher’s Variables in Predicting Reading Literacy of PIRLS 2021

10.22055/edus.2025.48385.3687

Volume 32, Issue 2
December 2025

Pages 29-52

Document Type : Research Paper

Authors

Zahra Mohammadnia ¹

Maryam Mohsenpour ²

¹ Master of Educational Psycology, Alzahra University, Tehran, Iran.

² Associate professor, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.

Abstract

Considering the high potential of reading literacy in influencing other fields of learning, reading instruction and its promotion play an important role in academic success. Therefore, the purpose of this research was to predict the reading literacy of Iranian students participating in the Progress in International Reading Literacy Study (PIRLS) 2021 based on student variables (reading self-concept, attitude towards reading) and teacher variables (school climate, school emphasis on academic success, teacher’s instructional limitations). The present research with a secondary approach to the analysis of PIRLS data among Iranian students performed. The statistical population of Iranian students in the PIRLS 2021 consisted of 1,348,842 fourth grade students from 43,697 schools in the academic year of 2019-2020, which were selected using a two-stage stratified cluster sampling method with a total of 5,962 students from 218 schools. Given the hierarchical structure of the PIRLS data, it was analyzed through hierarchical linear modeling by spss and R softwre. The findings of the study indicated that at the student’s level, self-concept had a significant relationship with reading literacy, while the variable of attitude towards reading did not have a significant relationship with reading literacy. Additionally, at the teacher’s level, none of the three variables (school climate, school emphasis on academic success, teacher limitations) had a significant relationship with reading literacy. By adding predictor variables of the student level to the model, the inter-class correlation was 0.36, which means that 36% of the variance of the reading literacy progress score derives from inter-school factors. By adding the predictor variables of the teacher level to the model, the inter-class correlation again was 0.36. It means that 36% of the variance of the reading achievement score was caused by inter-school factors, but this variance was not caused by the three variables at the second level. The results highlight the importance of a self-concept in reading literacy and suggest that fostering confidence and positive attitude towardas students can help them to improve their reading performance. Therefore, designing educational interventions based on improving students ‘self concept should be considered by those involved in planning educational system.

Keywords

Reading Literacy

HLM

PIRLS

Araújo, L., & Costa, P. (2015). Home book reading and reading achievement in EU countries: The Progress in International Reading Literacy Study 2011 (PIRLS). Educational Research and Evaluation, 21(5–6), 422–438. https://doi.org/10.1080/13803611.2015.1111803

Beiramipur, A., Semsāri, Z., & Hāshemi, E. (2020). The relationship between the contextual factors and mathematical performance of Iranian students in the TIMSS 2015. Journal of Educational Innovations, 19(3), 33-62. DOI 10.22034/jei.2020.114613 [Persian]

Field, A., Miles, J., & Field, Z. (2012). Discovering statistics using R. SAGE Publications.

Ghaed Amini. R., Kiamanesh, A., R. & Ghorbani, R. (2014). Relationship between the Socio-economic status of family, reading activities at home, self-concept and attitude of students toward reading with reading literacy performance of the students (based on PIRLS studies, 2006). Reasrch in Curriculum Planning, 11(14), 88-103. [Persian]

Ghasemi, M., Tajik esmaeili, A., & Masnavi, A. (2013). The effects of different teaching methods of Persian on increasing reading literacy and comprehension of the pupils in Tehran Fourth grade elementary schools. Journal of Educational Sciences, 19(2), 67-86. [Persian]

Ghasemi, M., Mirzakhani, A. R., & Farzad, V. (2014). Investigating the effects of parent education on fourth grade student’s reading literacy performance based on PIRLS 2006 data. Journal of Educational Sciences, 20(2), 225-244. [Persian]

Gilak, A., Maktabi, G., Shehni Yailagh, M., Omidiyan, M. (2018). Causal Relationship between Family Factors and Reading Literacy among Iranian 4th Graders: The Mediating Role of Valuing Reading and Reading Habits of Students (Findings from PIRLS 2011). Quarterly Journal of Family and Research, 15(3), 71-96. DOR: 20.1001.1.26766728.1397.15.3.4.6 [Persian]

Hejazi, E., Naghsh, Z., & Kiamanesh, A. (2020). Comparisons of Factors Contributing to Mathematics Achievement of Eight Graders in Iran and Korea Based on TIMSS Data. Journal of Applied Psychological Research, 11(2), 61-82. DOI: 10.22059/japr.2020.245534.642651 [Persian]

IEA & UNESCO (2017). Measuring SDG 4: how PIRLS can help; how the Progress in International Reading Literacy Study (PIRLS) helps monitor Sustainable Development Goal 4 targets, Available at:https://unesdoc.unesco.org/ark:/48223/pf0000260607

Jafari, M., Kiamanesh, A., & Karimi, A. (2018). A trend study of changes in reading interest and out-of-school activities of fourth- grade students and their role in student reading performance based on Longitudinal PIRLS Studies data (2001- 2011). Journal of Reading, Continues Learning and Scientific Behavior, 1(2), 29-49. [Persian]

Kiamanesh, A. R., Aghdasi, S., & Mahdavi-Hezaveh, M. (2014). Trend of change in school climate in primary schools of Iran and other region countries: Based on 2003 and 2007 TIMSS data. Journal of Educational Sciences, 21(1), 51-72. [Persian]

Leino, K., Nissinen, K., & Sirén, M. (2022). Associations between teacher quality, instructional quality and student reading outcomes in Nordic PIRLS 2016 data. Large-scale Assess Educ 10, 25. https://doi.org/10.1186/s40536-022-00146-4

Lopes, J., Oliveira, C., & Costa, P. (2022). School and student determinants of reading performance: A multilevel analysis with Portuguese students. Revista de Psicodidáctica (English ed.), 27(1), 29-37. https://doi.org/10.1016/j.psicoe.2021.05.001

Mullis, I. V. S., Martin, M. O., Kennedy, A. M., Trong, K. L., & Sainsbury, M. (2009). PIRLS 2011 assessment framework. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

Mullis, I. V. S., & Martin, M. O. (Eds.). (2015). PIRLS 2016 assessment framework (2nd ed.). Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

Mullis, I. V. S., Martin, M. O., Goh, S., & Prendergast, C. (Eds.). (2017). PIRLS 2016 encyclopedia: Education policy and curriculum in reading. Retrieved from http://timssandpirls.bc.edu/pirls2016/encyclopedia/

Mullis, I. V., & Martin, M. O. (2019). PIRLS 2021 Assessment Frameworks. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, the Netherlands.

Mullis, I., von Davier, M., Foy, P., Fishbein, B., Reynolds, K. A. & Wry, E. (2023). PIRLS 2021 International Results in reading. Boston College: TIMSS & PIRLS International Study Center.

Naghsh, Z. (2017). Multiple Analyses as an Alternative Method to Avoid Ecological Problem, Using Students and Teacher Data of Timss 2011. Educational Measurement and Evaluation Studies, 7(18), 127-146. [Persian]

Namdari Pejman, M., Kiamanesh, A., & Karimi, A. (2012). The roles of the variables of student attitude student self-concept and preparatory literacy teaching activities on the prediction of the reading performance of the Iranian 4 th grade students. Journal of Educational Sciences, 18(2), 131-154. [Persian]

Namdari Pejman, M., & Kiamanesh, Al. (2008). The relationship between individual and family cognitive factors with reading comprehension of primary Iranian students in PIRS 2006. Iran Curriculum Studies, 5(20), 37-57. [Persian]

Netten, A., Luyten, H., Droop, M., & Verhoeven, L. (2016). Role of linguistic and sociocultural diversity in reading literacy achievement: a multilevel approach. Journal of Research in Reading, 39(2), 189-208. https://doi.org/10.1111/1467-9817.12032

Ozola, A., & Geske, A. (2019). What Do Teachers Do to Promote Students’ Reading Literacy at 4th Grade?–Evidence form Iea PIRLS 2016 Study. Innovations, Technologies and Research in Education, 323. https://doi.org/10.22364/atee.2019.itre.22

Park, Y. (2011). How motivational constructs interact to predict elementary students' reading performance: Examples from attitudes and self-concept in reading. Learning and Individual Differences, 21(4), 347-358. https://doi.org/10.1016/j.lindif.2011.02.009

Pornprasertmanit, S. (2013). R for Multilevel Models, https://sunthud.com/media/Teaching/MLM/R%20for%20Multilevel%20Models

Rafiepour, A., & Esmaili, M. (2023). Effective Factors on the Math Performance of Eighth Grade Students in the TIMSS; A Comparative Study between Iran and Selected Countries. Educational and Scholastic studies, 11(4), 646-621. DOR: 20.1001.1.2423494.1401.11.4.25.3 [Persian]

Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models (2nd ed.). Thousands Oaks, CA: Sage

Reza'ee, M. S., Kiamanesh, A. R. & Naghsh, Z. (2015). The Role of Student and School Variables in Reading Performance among Those Participated in PIRLS 2006. QJOE 2015; 30(4), 123-140. DOR: 20.1001.1.10174133.1393.30.4.6.4 [Persian]

Saeedi, M. (2024). Identifying Effective Teacher Competencies in Elementary Schools. Journal of Educational Sciences, 31(1), 259-284. doi: 10.22055/edus.2024.46738.3591[Persian]

Safari, M., Abedini baltork, M., & Saffar Heidari, H. (2023). The Effect of Constructivist Teaching on Interest in Lessons, Academic Vitality and Enthusiasm for School. Journal of Educational Sciences, 30(2), 121-142. doi: 10.22055/edus.2024.43943.3466[Persian]

Shams, M. (2019). Multilevel Analysis of Factors Influencing the Achievement of 4th Grade Students in Mathematics with Emphasis on Mothers' Employment. Journal of Applied Sociology, 30(4), 59-76. DOI: 10.22108/jas.2019.112307.1450 [Persian]

Tse, S. K., & Xiao, Xy. (2014). Differential influences of affective factors and contextual factors on high-proficiency readers and low-proficiency readers: a multilevel analysis of PIRLS data from Hong Kong. Large-scale Assess Educ 2 (1), Article 6. https://doi.org/10.1186/s40536-014-0006-3

Xiao, X. Y. (2023). How motivational constructs predict reading amount and reading achievement: The role of reading attitude and reading self-concept. Power and Education, 15(3), 341-361. https://doi.org/10.1177/17577438221146246

Yang, G., Badri, M., Al Rashedi, A. et al. (2018). The role of reading motivation, self-efficacy, and home influence in students’ literacy achievement: a preliminary examination of fourth graders in Abu Dhabi. Large-scale Assess Educ, 6(1), Article 10. https://doi.org/10.1186/s40536-018-0063-0

Zare, H., & Naghsh, S. (2016).The Study of Student and Teacher Levelon Students' Reading Achievement in Fourth Grade Based on PIRLS Data (2006). New Approaches in Educational Administration, 7(26), 39-52. DOR: 20.1001.1.20086369.1395.7.26.3.4 [Persian]

XML

PDF 1.01 M

Extended Abstract