Explanatory factors predicting reading success of academically gifted students through the perspective of ecological model

Sağlam M. H., Göktentürk T.

The 17th APCG Asia-Pacific Conference on Giftedness, Taipei, Tayvan, 7 - 10 Temmuz 2022, ss.243-252

  • Yayın Türü: Bildiri / Tam Metin Bildiri
  • Basıldığı Şehir: Taipei
  • Basıldığı Ülke: Tayvan
  • Sayfa Sayıları: ss.243-252
  • Yıldız Teknik Üniversitesi Adresli: Evet

Özet

This study aims to discover explanatory factors that predict reading scores for

academically gifted students in Canada by using the PISA 2018 database. The

ecological model was utilized to investigate the ecological background of reading

success in this study. In line with the literature, five potential explanatory factors were

examined among the items in the student questionnaire. Exploratory factor analysis

(EFA) was used to detect factors. Structural equation modeling (SEM) was performed

to create a model explaining reading success. Afterwards, indices of goodness-fitcriteria

were examined. The findings indicated that there is a complex background for

reading. All predictive factors (i.e., Disciplinary climate in the classroom (DC), sense

of belonging (SB), perception of competence in reading (PC), perception of

difficulties (PD), and cognitive flexibility/adaptability (CF)) have a positive effect on

reading.