Ecological Dynamics of Reading Performance: A Structural Equation Model with PIRLS 2021 Türkiye Data

Emirhan Ali Çalışkan; Talha Göktentürk

doi:10.17275/per.26.46.13.4

Ecological Dynamics of Reading Performance: A Structural Equation Model with PIRLS 2021 Türkiye Data

Abstract

Reading performance in the primary grades is shaped not only by students’ cognitive skills but also by the personal, school, and family conditions in which literacy develops. Understanding these multilayered influences is particularly important for Türkiye, where PIRLS 2021 offers a nationally representative opportunity to examine fourth-grade reading achievement after a two-decade interval in participation. Guided by Zumbo’s ecological framework, this study investigated the direct and interrelated effects of reading self-efficacy, students’ attitudes toward school, and parents’ attitudes toward their children’s school on reading performance. The sample comprised 6,032 fourth-grade students in Türkiye, together with corresponding parent and school administrator data from PIRLS 2021. Missing data were addressed through multiple imputation, and construct validity was examined through confirmatory factor analysis before estimating the final structural equation model. The model demonstrated good fit. Reading self-efficacy showed the strongest positive effect on reading performance, followed by students’ attitudes toward school and parental attitudes. Covariance estimates indicated a moderate association between reading self-efficacy and school attitudes, whereas parental attitudes were only weakly related to students’ self-perceptions. These findings suggest that the personal characteristics layer has greater explanatory power than the school and family layers, while still operating within a broader ecological structure. The results highlight the need to strengthen students’ reading self-beliefs, foster supportive school climates, and improve home–school partnerships. Future research may extend the model by incorporating additional ecological layers and testing longitudinal or multilevel pathways.

Keywords

PIRLS, reading performance, structural equation modeling, ecological model

Supporting Institution

The author extends gratitude to the International Association for the Evaluation of Educational Achievement (IEA) for providing access to the PIRLS 2021 dataset.

Ethical Statement

This research utilized publicly available, anonymized data from the PIRLS 2021 international assessment. No direct involvement with human participants occurred, and institutional ethical approval was therefore not required.

Thanks

The author received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

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English

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Language Studies (Other)

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Research Article

Authors

Emirhan Ali Çalışkan
0009-0006-9214-2680
Türkiye

Talha Göktentürk ^*
0000-0002-8619-0698
Türkiye

Publication Date

July 3, 2026

Submission Date

July 26, 2025

Acceptance Date

April 25, 2026

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Year 2026 Volume: 13 Number: 4

DOI

https://doi.org/10.17275/per.26.46.13.4

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https://izlik.org/JA27CD89XU

APA

Çalışkan, E. A., & Göktentürk, T. (2026). Ecological Dynamics of Reading Performance: A Structural Equation Model with PIRLS 2021 Türkiye Data. Participatory Educational Research, 13(4), 1-22. https://doi.org/10.17275/per.26.46.13.4

AMA

1.Çalışkan EA, Göktentürk T. Ecological Dynamics of Reading Performance: A Structural Equation Model with PIRLS 2021 Türkiye Data. PER. 2026;13(4):1-22. doi:10.17275/per.26.46.13.4

Chicago

Çalışkan, Emirhan Ali, and Talha Göktentürk. 2026. “Ecological Dynamics of Reading Performance: A Structural Equation Model With PIRLS 2021 Türkiye Data”. Participatory Educational Research 13 (4): 1-22. https://doi.org/10.17275/per.26.46.13.4.

EndNote

Çalışkan EA, Göktentürk T (July 1, 2026) Ecological Dynamics of Reading Performance: A Structural Equation Model with PIRLS 2021 Türkiye Data. Participatory Educational Research 13 4 1–22.

IEEE

[1]E. A. Çalışkan and T. Göktentürk, “Ecological Dynamics of Reading Performance: A Structural Equation Model with PIRLS 2021 Türkiye Data”, PER, vol. 13, no. 4, pp. 1–22, July 2026, doi: 10.17275/per.26.46.13.4.

ISNAD

Çalışkan, Emirhan Ali - Göktentürk, Talha. “Ecological Dynamics of Reading Performance: A Structural Equation Model With PIRLS 2021 Türkiye Data”. Participatory Educational Research 13/4 (July 1, 2026): 1-22. https://doi.org/10.17275/per.26.46.13.4.

JAMA

1.Çalışkan EA, Göktentürk T. Ecological Dynamics of Reading Performance: A Structural Equation Model with PIRLS 2021 Türkiye Data. PER. 2026;13:1–22.

MLA

Çalışkan, Emirhan Ali, and Talha Göktentürk. “Ecological Dynamics of Reading Performance: A Structural Equation Model With PIRLS 2021 Türkiye Data”. Participatory Educational Research, vol. 13, no. 4, July 2026, pp. 1-22, doi:10.17275/per.26.46.13.4.

Vancouver

1.Emirhan Ali Çalışkan, Talha Göktentürk. Ecological Dynamics of Reading Performance: A Structural Equation Model with PIRLS 2021 Türkiye Data. PER. 2026 Jul. 1;13(4):1-22. doi:10.17275/per.26.46.13.4

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Ecological Dynamics of Reading Performance: A Structural Equation Model with PIRLS 2021 Türkiye Data

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