The Effects of Home Environment, Parents Characteristics, and Student Characteristics on Reading Achievement in Sweden

국문 초록 (Abstract)

이 연구의 목적은 구조방정식(SEM)을 이용해서 가정환경 및 부모특성, 학생의 심리적 특성, 그리고 학생의 읽기 성취도간의 관계를 설명하는 모형을 만드는데 있다. 이 연구를 위해 국제학업성취도평가협회(IEA)가 2001년에 실시한 국제읽기능력향상연구(PIRLS) 35개국의 자료 중 Sweden 5,052명의 학생과 그들의 부모들에게 실시했던 자료를 사용하였다. 연구의 결과 세 변인을 설명해주는 모형을 개발하였다. 가정환경 및 부모특성은 아동의 읽기성취도에 직접, 간접적으로 영향을 미치는 것으로 나타났다. 학생의 심리적 특성인 읽기태도 및 읽기자아개념도 그들의 읽기성취도에 긍정적으로 영향을 미치는 것으로 나타났다. 이 연구의 결과는 학생들의 읽기성취도 향상에 관심이 있는 사람들에게 실제적인 정보를 제공하고 있다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to build a model that explains the relationships between and among the home environment and parents characteristics, student attitudes toward reading and reading self-concept, and reading achievement. The database of 5,052 students and their parents from Sweden in the PIRLS were used for this study. The results provide a model fit among three variables. It shows that the variable of the home environment and parents characteristics effect directly and indirectly on reading achievement. Student attitudes toward reading and reading self-concept is a variable that effects on reading achievement. The results provide practical information to people who are interested in improving student reading achievement.

목차 (Table of Contents)

• Ⅰ. Intriduction and Literature Review
• Ⅱ. Method
• Ⅲ. Result
• Ⅳ. Discussion and Conclusion
• References
• 국문초록

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