Bralna pismenost v raziskavi PISA 2018 – psihološki vpogled in interpretacije dosežkov slovenskih učencev

Abstract

Reading literacy in PISA 2018 – psychological insight and interpretation of the results of Slovene students The paper presents an interweaving and analysis of the already published results of the PISA 2018 reading literacy study with our own secondary analysis of the relations between certain factors and achievement in reading literacy in more than 6,000 Slovenian students. The content of the article is divided into three parts. In the first part, we highlight the general achievement in reading literacy amongst Slovenian 15-year-olds in terms of the efforts of the school system (Ministry of Education, Science and Sport) and the National Education Institute Slovenia for the development of this literacy in the last two decades. We also highlight some systemic changes for enhancing the development of reading literacy (e.g., Council Recommendation on Key Competences for Lifelong Learning; the National Strategy for the Development of Reading Literacy for the period 2019-2030). In the second part of the article, we try to explain the substantial differences in reading achievement and motivation in Slovenian students with regard to gender. Using a biopsychosocial model (Halpern, 2012) and research pointing to the origins of gender differences, we point to some critical areas in the development of reading literacy and to possible ways to reduce these differences. Finally, we emphasize some characteristics of a stimulating learning environment in the Slovenian language course for the development of reading literacy, as perceived by students (teacher enthusiasm, perceived learning and emotional support of teachers and providing feedback to students) and compare them with the perceived learning environment of students in other OECD countries. We draw attention to caution in the interpretation of the results, especially in the (direct and causal) relationships between some teacher characteristics and students’ individual variables - reading motivation and achievement in reading literacy. Keywords: reading literacy, Slovenian students, gender differences, reading motivation, stimulating learning environment