Razvoj PISA čitalačke kompetencije u srednjem obrazovanju

• Published in: Psihološka istraživanja Vol. 19; no. 1; pp. 63 - 82
• Main Authors: Jovanović, Vitomir, Baucal, Aleksandar
• Format: Journal Article
• Language: Serbian
• Published: Faculty of Philosophy, University of Belgrade 2016; Филозофски факултет, Универзитет у Београду
• Subjects: Education; Educational Psychology; Language and Literature Studies; School education; PISA; progress in reading literacy; reading literacy; correlates of academic achievement; school achievement
• ISSN: 0352-7379; 2560-306X

The aim of the paper is to provide a contribution to answering the question about the most important predictors of progress in reading competence achieved by students after two years of secondary education, as well as whether the set of predictors of progress is different from the set of predictors of achievement in reading literacy test and school achievement measured via school grades. The students from the sample for the PISA 2009 study conducted in Serbia were tested again after two years by the PISA reading literacy test, quasi longitudinally, measuring achievement correlates at another time point. The realised sample included 20 secondary schools and 446 students. We selected fourteen predictors that, according to the studies so far, proved to have highest correlations with school achievement. The results have shown that the predictors explain only 13% of variance of the progress in reading literacy test (R=.36; R2 =.13; F197,18=12.97; p