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ERIC Number: EJ1180550
Record Type: Journal
Publication Date: 2014-Dec
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0119-5646
Predicting Academic Resilience with Reading Engagement and Demographic Variables: Comparing Shanghai, Hong Kong, Korea, and Singapore from the PISA Perspective
Cheung, Kwok-cheung; Sit, Pou-seong; Soh, Kay-cheng; Ieong, Man-kai; Mak, Soi-kei
Asia-Pacific Education Researcher, v23 n4 p895-909 Dec 2014
Reading literacy is the main focus of the international comparative study of PISA 2009 (OECD, "PISA 2009 results: What students know and can do: Student performance in reading, mathematics and science," 2010a) based on the results of which 65 economies were arranged in a league table. PISA also gathers background information which implicitly helps understand the achievement or the lack of it. The present study analyzes data of selected variables for four East Asian economies (Shanghai, Hong Kong, Korea, and Singapore) which appear at the top of the league table, paying special attention to the ESCS (Economic, Social, and Cultural Status) disadvantaged students who are resilient in spite of being in an unfavorable condition. Logistic regression was run on the data to identify the predictive variables. Family structure, expected education, kindergarten attendance, and three reading engagement measures were found to differentiate between the ESCS disadvantaged and non-disadvantaged students. To help raise the reading literacy standard of the disadvantaged non-resilient students relative to the resilient students, attention needs be paid especially to enjoyment of reading activities and awareness of metacognitive reading strategies, which are alterable variables at the disposal of the stakeholders.
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore; South Korea; Hong Kong; China (Shanghai)
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A