Mid Sweden University

This study investigated the effect of self-regulated learning, as indicated by academic self-concept, motivation and learning strategies, reading attitude and family based prerequisites on reading ability. Students (n = 4018) in the eighth grade answered the IEA reading literacy test, the self-regulated learning questionnaire and a student questionnaire about their background. The exploratory factor analysis (EFA) revealed that the self-regulated learning questionnaire did not measure the intended three dimensions, but only two: Verbal/General academic self-concept and a new dimension called Goal oriented strategies. Structural Equation Modelling (SEM) with a cross-validation sample was conducted to determine the effects in the final model. The strongest effect on reading ability was from Verbal/General academic self-concept (β = .43 for final and β = .56 for cross-validation model). Gender differences revealed that girls read better on narrative and expository texts, had a more positive reading attitude, and more positive verbal self-concept, whereas boys had a higher academic self-concept (not domain-specific), self-efficacy, control expectation, reported more memorising, elaboration, and instrumental motivation (all differences p < .001).

I PISA 2006 är naturvetenskapen i fokus. Svenska elever presterar på genomsnittlig OECD-nivå. Svenska elever presterar betydligt bättre inom områden som rör ren begreppsförståelse än inom tillämpningsområden. Även i matematik är resultaten genomsnittliga, medan svenska elever är fortsatt goda läsare.

Mid Sweden University has organised studies on reading skills among students Härnösand in Sweden in 2005 and 2006. These studies have included all students in grade 8 in the municipality. The studies have included a reading test and a questionnaire where the students have been asked to give information about themselves, their schooling and their motivation. Some of the questions have dealt with the students reading habits in general and the amount of time used for reading on the web. The data is analysed from the perspective of how students� reading habits and reading test results relate to each other. In particular is the relation between reading on the web and results on the reading test analysed. The data is also further used to analyse reading and reading habits from a perspective of gender, students� mother tongue and ethnical background.

PISA