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| Title | The socio-familiar context and its impact on student reading performance in PISA |
|---|---|
| Authors | Vazquez-Cano, Esteban , DE LA CALLE CABRERA, ANA MARÍA, Hervas-Gomez, Carlos , Lopez-Meneses, Eloy |
| External publication | No |
| Means | OCNOS |
| Scope | Article |
| Nature | Científica |
| SJR Quartile | 1 |
| SJR Impact | 0.23 |
| Web | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083772749&doi=10.18239%2focnos_2020.19.1.2122&partnerID=40&md5=692828bab415a4003d6036f69ff195d9 |
| Publication date | 01/01/2020 |
| ISI | 000540311200004 |
| Scopus Id | 2-s2.0-85083772749 |
| DOI | 10.18239/ocnos_2020.19.1.2122 |
| Abstract | This study aims to analyse the influence of parents\' educational level,\n profession and their educational role on the reading performance of\n their sons and daughters in a comparative way between English and\n Spanish-speaking countries. The study is approached from a multilevel\n analysis and binary logistic regression. The results show that the\n sociofamiliar context provides a prediction around 20% in\n Spanish-speaking countries and 15% in English-speaking countries. The\n most significant incidence is produced by the average educational level\n of the parents and their interest of the parents in the school\n activities and the educational support to their children in both blocks\n of countries. |
| Keywords | Reading Achivement; Parent Education; Family Environment; Socioeconomic Status; Parent Participation; English; Spanish |
| Universidad Loyola members |
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