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[{"key": "dc.contributor.advisor", "value": "Eklund, Kenneth", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.advisor", "value": "Kiuru, Noona", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.advisor", "value": "Torppa, Minna", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Hernesniemi, Kaisa", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2018-06-29T09:37:35Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2018-06-29T09:37:35Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2018", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/58798", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Vaikka PISA (Programme for International Student Assessment) onkin hyvin tunnettu ja paljon poliittista, taloudellista ja yleist\u00e4 mielenkiintoa her\u00e4tt\u00e4v\u00e4 tutkimusohjelma, tutkimus PISA-lukemisessa menestymiseen vaikuttavista tekij\u00f6ist\u00e4 ja siit\u00e4, mit\u00e4 PISA-lukeminen ennustaa, on v\u00e4h\u00e4ist\u00e4. T\u00e4ss\u00e4 tutkimuksessa PISA-lukemisessa menestymist\u00e4 15-vuotiaana ennustettiin lukusujuvuudella ja kaksi vuotta aiemmin arvioidulla lukemiseen liittyv\u00e4ll\u00e4 motivaatiolla. Lukemiseen liittyv\u00e4 motivaatio koostui lukemisen arvostuksesta, joka sis\u00e4lsi kiinnostusarvon, t\u00e4rkeysarvon ja hy\u00f6tyarvon, sek\u00e4 lukemisen oppijamin\u00e4kuvasta. Lis\u00e4ksi tutkittiin, ennustaako PISA-lukeminen yhteiskuntaan osallistumista 20-vuotiaana, ja toimiiko PISA-lukeminen v\u00e4litt\u00e4v\u00e4n\u00e4 mekanismina (mediaattorina) lukusujuvuuden ja lukemiseen liittyv\u00e4n motivaation ja yhteiskuntaan osallistumisen v\u00e4lill\u00e4. Yhteiskuntaan osallistuminen operationalisoitiin opiskelua ja ty\u00f6ntekoa koskevalla statuksella, siihen sitoutumisella sek\u00e4 tulevaisuuden koulutusennakoinneilla. T\u00e4m\u00e4 tutkimus on osa Jyv\u00e4skyl\u00e4 Longitudinal Study of Dyslexia (JLD) -tutkimusprojektia, ja tutkimuksen osallistujat ovat edustava otos suomalaisia oppilaita.\nTulosten mukaan sek\u00e4 lukusujuvuus ett\u00e4 lukemiseen liittyv\u00e4 motivaatio olivat merkitsevi\u00e4 selitt\u00e4ji\u00e4 PISA-lukemisessa menestymiselle selitt\u00e4en 24 % varianssista. Mit\u00e4 motivoituneempi oppilas oli lukemaan ja mit\u00e4 sujuvampaa lukeminen oli 13-vuotiaana, sit\u00e4 paremmin h\u00e4n menestyi PISA-lukemisessa 15-vuotiaana. Lukemiseen liittyv\u00e4n motivaation mittareista vain lukemisen oppijamin\u00e4kuva sek\u00e4 lukemisen kiinnostusarvo olivat merkitsevi\u00e4 selitt\u00e4ji\u00e4, kun taas lukemisen t\u00e4rkeysarvo ja hy\u00f6tyarvo eiv\u00e4t. PISA-lukeminen ennusti joitakin yhteiskuntaan osallistumista kuvaavia tekij\u00f6it\u00e4. Se ennusti opiskelua ja ty\u00f6ntekoa koskevaa statusta sek\u00e4 tulevaisuuden koulutusennakointeja, mutta ei sitoutumista. Mit\u00e4 korkeammat pisteet oppilas sai PISA-lukemisessa, sit\u00e4 todenn\u00e4k\u00f6isemmin h\u00e4n oli opiskelija ja sit\u00e4 korkeammat tulevaisuuden odotukset h\u00e4nell\u00e4 oli koulutuksen suhteen 20-vuotiaana. Lukusujuvuuden ja lukemiseen liittyv\u00e4n motivaation vaikutusta yhteiskuntaan osallistumiseen tutkittiin mediaattorimallilla, jossa tulevaisuuden koulutusennakoinnit kuvasivat yhteiskuntaan osallistumista. Lukusujuvuus ennusti tulevaisuuden koulutusennakointeja sek\u00e4 suoralla yhteydell\u00e4 ett\u00e4 kokonaisvaikutukseltaan. Lukemiseen liittyv\u00e4st\u00e4 motivaatiosta lukemisen oppijamin\u00e4kuva ja kiinnostusarvo ennustivat tulevaisuuden koulutusennakointeja kokonaisvaikutukseltaan, mutta suora yhteys tai yhteys PISA-lukemisen kautta ei ollut merkitsev\u00e4. PISA-lukeminen ei siis toiminut mediaattorina lukusujuvuuden ja lukemiseen liittyv\u00e4n motivaation ja koulutusennakointien v\u00e4lill\u00e4. Lukusujuvuuden ja lukemiseen liittyv\u00e4n motivaation yhteytt\u00e4 tutkittiin opiskelua ja ty\u00f6t\u00e4 koskevaan statukseen multinominaalisella regressioanalyysilla. Lukusujuvuus selitti noin 8 % ja lukemiseen liittyv\u00e4t motivaatiotekij\u00e4t kukin noin 4\u20135 % opiskelua ja ty\u00f6t\u00e4 koskevan statuksen varianssista. Sujuvampien lukijoiden ja korkeamman lukemiseen liittyv\u00e4n motivaation omaavien oli todenn\u00e4k\u00f6isemp\u00e4\u00e4 olla opiskelija kuin kuulua muihin opiskelua ja ty\u00f6t\u00e4 koskeviin statusluokkiin 20-vuotiaana. Ty\u00f6ss\u00e4k\u00e4yv\u00e4t ja varusmiehet eiv\u00e4t eronneet merkitsev\u00e4sti NEET (currently not in employment, education, or training) -ryhm\u00e4st\u00e4. Lukusujuvuus ja lukemiseen liittyv\u00e4 motivaatio eiv\u00e4t ennustaneet sitoutumista merkitsev\u00e4sti.\nT\u00e4m\u00e4 tutkimus antaa arvokasta lis\u00e4tietoa PISA-lukemisessa menestymiseen vaikuttaviin ja sen ennustaviin tekij\u00f6ihin. Tutkimus osoittaa lukusujuvuuden ja lukemiseen liittyv\u00e4n motivaation 13-vuotiaana ennustavan PISA-lukemisessa menestymist\u00e4 15-vuotiaana, todenn\u00e4k\u00f6isyytt\u00e4 olla opiskelija ja tulevaisuuden koulutusennakointeja 20-vuotiaana, joten lukusujuvuuden ja lukemiseen liittyv\u00e4n motivaation vahvistaminen koulussa on kannattavaa. Tulosten mukaan PISA-lukeminen on yhteydess\u00e4 koulutukselliseen tulevaisuuteen ennustaen todenn\u00e4k\u00f6isyytt\u00e4 olla opiskelija ja tulevaisuuden koulutusennakointeja 20-vuotiaana. T\u00e4m\u00e4 tutkimus ei tue PISA-lukemisen roolia laajempana yhteiskuntaan osallistumisen ennustajana. Tutkimus t\u00e4ll\u00e4 alalla on kuitenkin v\u00e4h\u00e4ist\u00e4, ja enemm\u00e4n tutkimusta tarvitaan tarkentamaan PISA-lukemisen roolia nuorten el\u00e4m\u00e4ss\u00e4 ymp\u00e4ri maailman.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Even though Programme for International Student Assessment (PISA) is well-known and awakes\nlots of interest politically, economically, and generally, studies on predictions of success in PISA\nreading test and studies on what it predicts are rare. In this study PISA reading performance at age\n15 was predicted with reading fluency and reading-related motivation at age 13. Reading-related\nmotivation consisted of self-concept of ability in reading and task value in reading which includes\nintrinsic value, attainment value, and utility value. Moreover, it was examined whether PISA\nreading performance predicted participation in society at age 20 and if PISA reading performance\nmediated the relation between reading fluency and reading-related motivation and participation in\nsociety. Participation in society was operationalized as status regarding studying and working,\nengagement, and future educational expectations. The present study is part of Jyv\u00e4skyl\u00e4\nLongitudinal Study of Dyslexia (JLD) research project, and the participants were a representative\nsample of Finnish students.\n\nThe results showed that both reading fluency and reading-related motivation were significant\npredictors of PISA reading performance explaining 24 % of the variance. The more motivated a\nstudent was towards reading and the more fluent his / her reading was at age 13 the better he / she\nsucceeded in PISA reading performance at age 15. However, from the different measures of\nreading-related motivation particularly self-concept of ability in reading and intrinsic value in\nreading were significant predictors of PISA reading performance whereas attainment value and\nutility value had no unique effects. The results showed further that PISA reading performance also\npredicted some indicators of participation in society at age 20. It predicted status regarding studying\nand working and future educational expectations but not engagement. The higher points student got\nfrom PISA reading the more likely he / she was a student and the higher future educational\nexpectations he / she had at age 20. A mediator model was utilized to examine whether reading\nfluency and reading-related motivation predicted future educational expectations, an index of\nparticipation in society, through PISA reading performance. Reading fluency predicted future\neducational expectations with both a direct and an overall connection. Concerning reading-related\nmotivation, only intrinsic value and self-concept of ability were significant predictors and they\npredicted future educational expectations overall, but a direct connection or a connection through PISA reading performance were not significant. Therefore, PISA reading performance did not work as a mediator between reading fluency and reading-related motivation and future educational expectations. Connection between reading fluency and reading-related motivation and status regarding studying and working were studied with multinomial regression analysis. Reading fluency explained approximately 8 % and factors included in reading-related motivation explained each approximately 4\u20135 % of the variance in status regarding studying and working. Those who were more fluent readers and had higher reading-related motivation at age 13 were more likely students at age 20. Workers and coscripts did not differ significantly from NEET (currently not in employment, education, or training) -group. Reading fluency and reading-related motivation did not predict engagement significantly.\n\nThis study gives valuable information about predictors of PISA reading performance and about the factors that PISA reading performance predicts. The present study shows that reading fluency and reading-related motivation at age 13 predict PISA reading performance at age 15 and the likelihood of being a student and future educational expectations at age 20 and therefore, suggests reading fluency and reading-related motivation as important issues to focus on in school. According to the results of the present study, PISA reading performance is connected to students\u2019 educational future predicting the likelihood of being a student and future educational expectations at age 20. The role of PISA reading performance as a wider predictor of participation in society is not confirmed. However, research in this area is scarce and more research is needed in order to confirm the role of PISA reading performance in the lives of young people around the world.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Riitta Pitk\u00e4nen (rpitkane@jyu.fi) on 2018-06-29T09:37:35Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2018-06-29T09:37:35Z (GMT). No. of bitstreams: 0\n Previous issue date: 2018", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "43", "language": "", "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.format.mimetype", "value": "application/pdf", "language": null, "element": "format", "qualifier": "mimetype", "schema": "dc"}, {"key": "dc.language.iso", "value": "eng", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "PISA reading performance", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "reading fluency", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "task value in reading", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "self-concept of ability in reading", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "participation in society", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Predicting PISA reading performance with reading fluency and reading-related motivation and examining how they affect future participation in society", "language": "", "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-201806293424", "language": null, "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Education and Psychology", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Kasvatustieteiden ja psykologian tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Psykologian laitos", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Department of Psychology", "language": "en", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Opettajankoulutuslaitos", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Department of Teacher Education", "language": "en", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Psykologia", "language": "", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Psychology", "language": "", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Luokanopettajakoulutus", "language": "", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Teacher Education", "language": "", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "yvv.contractresearch.funding", "value": "0", "language": "", "element": "contractresearch", "qualifier": "funding", "schema": "yvv"}, {"key": "dc.type.coar", "value": "http://purl.org/coar/resource_type/c_bdcc", "language": null, "element": "type", "qualifier": "coar", "schema": "dc"}, {"key": "dc.rights.accesslevel", "value": "restrictedAccess", "language": null, "element": "rights", "qualifier": "accesslevel", "schema": "dc"}, {"key": "dc.type.publication", "value": "masterThesis", "language": null, "element": "type", "qualifier": "publication", "schema": "dc"}, {"key": "dc.subject.oppiainekoodi", "value": "202", "language": null, "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.subject.oppiainekoodi", "value": "103", "language": null, "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.subject.yso", "value": "motivaatio", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "lukeminen (toiminta)", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "lukutaito", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "PISA-tutkimus", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "sujuvuus", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "motivation (mental objects)", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "reading (activity)", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "literacy", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "Programme for International Student Assessment", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "fluency", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.format.content", "value": "fulltext", "language": null, "element": "format", "qualifier": "content", "schema": "dc"}, {"key": "dc.rights.url", "value": "https://rightsstatements.org/page/InC/1.0/", "language": null, "element": "rights", "qualifier": "url", "schema": "dc"}, {"key": "dc.rights.accessrights", "value": "The author has not given permission to make the work publicly available electronically. Therefore the material can be read only at the archival workstation at Jyv\u00e4skyl\u00e4 University Library (https://kirjasto.jyu.fi/en/workspaces/facilities).", "language": "en", "element": "rights", "qualifier": "accessrights", "schema": "dc"}, {"key": "dc.rights.accessrights", "value": "Tekij\u00e4 ei ole antanut lupaa avoimeen julkaisuun, joten aineisto on luettavissa vain Jyv\u00e4skyl\u00e4n yliopiston kirjaston arkistoty\u00f6semalta. Ks. https://kirjasto.jyu.fi/fi/tyoskentelytilat/laitteet-ja-tilat..", "language": "fi", "element": "rights", "qualifier": "accessrights", "schema": "dc"}, {"key": "dc.type.okm", "value": "G2", "language": null, "element": "type", "qualifier": "okm", "schema": "dc"}]
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