{"title":"Relationships between reading engagement features and students’ digital reading performance: An international large-scale study","authors":"Yanyu Wang, Jie Hu","doi":"10.1016/j.learninstruc.2025.102157","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Reading engagement lays a foundation for academic outcomes. Despite discussions on how reading engagement is related to students' print reading performance, the systematic investigation of its features’ role in digital reading is scarce.</div></div><div><h3>Aim</h3><div>The study explored the correlations between emotional, behavioral, and cognitive engagement features and students’ digital reading performance.</div></div><div><h3>Sample</h3><div>164,233 secondary school students in 24 countries participating in the 2018 cycle of the Programme for International Student Assessment (PISA) were selected.</div></div><div><h3>Method</h3><div>To examine the correlations on average in these countries, three-level hierarchical linear models (HLM) were constructed based on the whole female and male sample, respectively. Then, two-level HLMs were conducted within each country separately, to investigate the robustness or heterogeneity of the discovered relationships.</div></div><div><h3>Results</h3><div>Self-perception of reading competence and metacognitive knowledge were found to be consistently positively related to students’ digital reading performance, whereas self-perception of reading difficulty demonstrated a negative association in most cases. Cross-country differences were observed in the roles of most behavioral engagement features and gender differences were discovered in the correlations of reading enjoyment and online reading activities with the performance in digital reading.</div></div><div><h3>Conclusions</h3><div>Overall, the study highlighted the value of positive emotions and reading metacognitive knowledge. Country-specific recommendations on reading amount and reading breadth are worth attention. Additionally, some features might be particularly important for a certain gender group.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102157"},"PeriodicalIF":4.7000,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475225000817","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Background
Reading engagement lays a foundation for academic outcomes. Despite discussions on how reading engagement is related to students' print reading performance, the systematic investigation of its features’ role in digital reading is scarce.
Aim
The study explored the correlations between emotional, behavioral, and cognitive engagement features and students’ digital reading performance.
Sample
164,233 secondary school students in 24 countries participating in the 2018 cycle of the Programme for International Student Assessment (PISA) were selected.
Method
To examine the correlations on average in these countries, three-level hierarchical linear models (HLM) were constructed based on the whole female and male sample, respectively. Then, two-level HLMs were conducted within each country separately, to investigate the robustness or heterogeneity of the discovered relationships.
Results
Self-perception of reading competence and metacognitive knowledge were found to be consistently positively related to students’ digital reading performance, whereas self-perception of reading difficulty demonstrated a negative association in most cases. Cross-country differences were observed in the roles of most behavioral engagement features and gender differences were discovered in the correlations of reading enjoyment and online reading activities with the performance in digital reading.
Conclusions
Overall, the study highlighted the value of positive emotions and reading metacognitive knowledge. Country-specific recommendations on reading amount and reading breadth are worth attention. Additionally, some features might be particularly important for a certain gender group.
期刊介绍:
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.