School and Student Variables of Reading Achievement: A Multilevel Mediation Model

Gülşah Yalçın

doi:10.17275/per.26.43.13.3

School and Student Variables of Reading Achievement: A Multilevel Mediation Model

Abstract

This study examines the associations between school-level organisational conditions, student-level motivational processes, and reading achievement in primary education using PIRLS 2021 data. Adopting a multilevel framework, it examines how instructional resource limitations, schools’ emphasis on academic success, and students’ engagement-related beliefs interact to explain fourth grade reading differences. Bayesian multilevel mediation modelling was employed to address the hierarchical structure of the data and multiple plausible values for reading achievement. At the student level, engagement in reading lessons is linked to confidence in reading, which functions as a proximal predictor of achievement. Gender and home socioeconomic status are included to control for background differences. At the school level, instructional resource shortages are negatively associated with schools’ emphasis on academic success, which mediates the relationship between resources and between-school differences in reading achievement, while controlling for the presence of a school library. Results show distinct yet interconnected pathways at both levels. Student engagement predicts higher reading confidence, which mediates its effect on achievement. Schools’ academic emphasis positively relates to achievement and mediates the impact of resource shortages. Overall, the findings highlight the importance of considering both organisational conditions and student-level motivational processes in understanding reading achievement and demonstrate the value of multilevel mediation models for analysing large-scale international assessment data.

Keywords

reading achievement, multilevel modelling, student engagement, reading confidence, school academic emphasis, instructional resource shortages

Supporting Institution

The author did not receive any financial support from institutions or organizations for the research, authorship, or publication of this article.

Ethical Statement

The data used in this study are based on the PIRLS 2021 conducted by the IEA. All procedures followed in the research were in accordance with the ethical principles of the Declaration of Helsinki (1975).

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Details

Primary Language

English

Subjects

Primary Education

Journal Section

Research Article

Authors

Gülşah Yalçın ^*
0000-0003-0979-1630
Türkiye

Publication Date

May 4, 2026

Submission Date

January 30, 2026

Acceptance Date

March 14, 2026

Published in Issue

Year 2026 Volume: 13 Number: 3

DOI

https://doi.org/10.17275/per.26.43.13.3

IZ

https://izlik.org/JA44MP24SW

APA

Yalçın, G. (2026). School and Student Variables of Reading Achievement: A Multilevel Mediation Model. Participatory Educational Research, 13(3), 239-259. https://doi.org/10.17275/per.26.43.13.3

AMA

1.Yalçın G. School and Student Variables of Reading Achievement: A Multilevel Mediation Model. PER. 2026;13(3):239-259. doi:10.17275/per.26.43.13.3

Chicago

Yalçın, Gülşah. 2026. “School and Student Variables of Reading Achievement: A Multilevel Mediation Model”. Participatory Educational Research 13 (3): 239-59. https://doi.org/10.17275/per.26.43.13.3.

EndNote

Yalçın G (May 1, 2026) School and Student Variables of Reading Achievement: A Multilevel Mediation Model. Participatory Educational Research 13 3 239–259.

IEEE

[1]G. Yalçın, “School and Student Variables of Reading Achievement: A Multilevel Mediation Model”, PER, vol. 13, no. 3, pp. 239–259, May 2026, doi: 10.17275/per.26.43.13.3.

ISNAD

Yalçın, Gülşah. “School and Student Variables of Reading Achievement: A Multilevel Mediation Model”. Participatory Educational Research 13/3 (May 1, 2026): 239-259. https://doi.org/10.17275/per.26.43.13.3.

JAMA

1.Yalçın G. School and Student Variables of Reading Achievement: A Multilevel Mediation Model. PER. 2026;13:239–259.

MLA

Yalçın, Gülşah. “School and Student Variables of Reading Achievement: A Multilevel Mediation Model”. Participatory Educational Research, vol. 13, no. 3, May 2026, pp. 239-5, doi:10.17275/per.26.43.13.3.

Vancouver

1.Gülşah Yalçın. School and Student Variables of Reading Achievement: A Multilevel Mediation Model. PER. 2026 May 1;13(3):239-5. doi:10.17275/per.26.43.13.3