Research Article

Hierarchical linear modeling of reading motivation and literacy performance among high-achieving readers in PISA 2018

Volume: 23 Number: 2026 August 2, 2026
EN TR

Hierarchical linear modeling of reading motivation and literacy performance among high-achieving readers in PISA 2018

Abstract

This study used hierarchical linear modeling to examine the extent to which student-level enjoyment of reading and reading self-efficacy, together with country-level aggregates of student-reported instructional experiences, accounted for variation in reading literacy scores among high-achieving readers in PISA 2018. The analytic sample consisted of 19,932 students from 79 country groups who were consistently located in the highest 10% of the country-specific reading distribution across all ten reading plausible values. Student-level reading motivational resources were operationalized through enjoyment of reading and reading self-efficacy, whereas extrinsic motivational background was operationalized through country-level aggregates of student-reported instructional climate variables. These country-level indicators included adaptive instruction, teacher support, teacher enthusiasm, teacher feedback, stimulation of reading engagement, and teacher-directed instruction. The results showed that enjoyment of reading and reading self-efficacy were positively associated with reading literacy scores, although the magnitudes of these associations were modest. At the country level, adaptive instruction was positively associated with reading literacy scores, whereas teacher support and teacher-directed instruction showed negative conditional associations. Teacher enthusiasm, teacher feedback, and stimulation of reading engagement were not statistically reliable predictors in the full model. The findings indicate that adaptive instructional conditions may be especially important for explaining variation in advanced reading performance among high-achieving readers.

Keywords

Reading-related motivation, intrinsic motivation, extrinsic motivation, reading literacy scores, PISA 2018

Supporting Institution

Yıldız Tehnical University

Project Number

7366

Ethical Statement

This study is based on the PISA 2018 dataset made publicly available by the OECD. Since the data used in the study were anonymized secondary data, no data were collected directly from human participants by the researchers, and no procedure requiring ethics committee approval was conducted. It is hereby declared that scientific and ethical principles were observed throughout the preparation of this study and that all works utilized have been indicated in the references.

Thanks

Not applicable.

References

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APA
Güzey, S., & Göktentürk, T. (2026). Hierarchical linear modeling of reading motivation and literacy performance among high-achieving readers in PISA 2018. OPUS Journal of Society Research, 23(2026), 1-25. https://doi.org/10.26466/opusjsr.1942642
AMA
1.Güzey S, Göktentürk T. Hierarchical linear modeling of reading motivation and literacy performance among high-achieving readers in PISA 2018. OPUS JSR. 2026;23(2026):1-25. doi:10.26466/opusjsr.1942642
Chicago
Güzey, Simge, and Talha Göktentürk. 2026. “Hierarchical Linear Modeling of Reading Motivation and Literacy Performance Among High-Achieving Readers in PISA 2018”. OPUS Journal of Society Research 23 (2026): 1-25. https://doi.org/10.26466/opusjsr.1942642.
EndNote
Güzey S, Göktentürk T (August 1, 2026) Hierarchical linear modeling of reading motivation and literacy performance among high-achieving readers in PISA 2018. OPUS Journal of Society Research 23 2026 1–25.
IEEE
[1]S. Güzey and T. Göktentürk, “Hierarchical linear modeling of reading motivation and literacy performance among high-achieving readers in PISA 2018”, OPUS JSR, vol. 23, no. 2026, pp. 1–25, Aug. 2026, doi: 10.26466/opusjsr.1942642.
ISNAD
Güzey, Simge - Göktentürk, Talha. “Hierarchical Linear Modeling of Reading Motivation and Literacy Performance Among High-Achieving Readers in PISA 2018”. OPUS Journal of Society Research 23/2026 (August 1, 2026): 1-25. https://doi.org/10.26466/opusjsr.1942642.
JAMA
1.Güzey S, Göktentürk T. Hierarchical linear modeling of reading motivation and literacy performance among high-achieving readers in PISA 2018. OPUS JSR. 2026;23:1–25.
MLA
Güzey, Simge, and Talha Göktentürk. “Hierarchical Linear Modeling of Reading Motivation and Literacy Performance Among High-Achieving Readers in PISA 2018”. OPUS Journal of Society Research, vol. 23, no. 2026, Aug. 2026, pp. 1-25, doi:10.26466/opusjsr.1942642.
Vancouver
1.Simge Güzey, Talha Göktentürk. Hierarchical linear modeling of reading motivation and literacy performance among high-achieving readers in PISA 2018. OPUS JSR. 2026 Aug. 1;23(2026):1-25. doi:10.26466/opusjsr.1942642