The role of reading motivation, self-efficacy, and home influence in students’ literacy achievement: a preliminary examination of fourth graders in Abu Dhabi

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 5 Regression coefficients for Abu Dhabi 4th grade students by international achievement benchmark

Variable	Assessment in Arabic								Assessment in English
	400– (N = 849)		400–475 (N = 548)		475–550 (N = 442)		550–625 (N = 105)		400– (N = 261)		400–475 (N = 305)		475–550 (N = 363)		550–625 (N = 164)
	B	T	B	T	B	T	B	T	B	T	B	T	B	T	B	T
Constant	185.97	5.96**	366.56	7.96**	440.94	10.26**	525.81	5.98**	208.92	3.54**	386.34	6.52**	447.60	7.79**	539.14	9.93
Time parent spent on reading at home	3.90	1.45	3.34	1.57	2.05	.89	7.10	1.19	− 1.64	− .23	4.48	1.17	.40	.11	− .73	− .17
Number of books at home	3.56	1.90*	2.57	1.04	2.01	.88	− 1.16	.33	− 1.88	− .34	2.13	.97	5.24	1.57	5.83	1.44
Parent expectation of child’s education	5.71	2.93**	2.69	1.04	.63	.17	− .66	− .08	4.40	1.20	6.68	1.40	2.25	.59	2.28	.37
Literacy level when starting school	12.64	3.66**	5.21	1.11	4.99	1.16	9.10	1.54	5.59	.72	− 4.07	− .66	− 1.84	− .49	2.12	.33
Parent involvement in learning	4.32	.73	− 4.31	− 74	− 5.33	− 1.01	− 2.04	− .24	17.15	1.10	− 1.93	− .24	6.35	1.05	− 4.30	− .54
Intrinsic reading motivation	− 1.32	− .28	− 3.18	− .68	2.61	.57	− 18.43	− 1.69*	3.55	.34	3.88	.82	− 1.05	− .19	10.23	2.00*
Student self-efficacy in reading	13.13	3.67**	4.43	1.23	7.50	2.21*	5.84	.82	9.48	2.22*	.70	.19	5.13	.97	− 1.56	− .22
Extrinsic reading motivation	10.44	1.44	9.88	1.09	4.83	.63	13.57	.70	5.11	.36	1.81	.22	1.08	.14	− 3.47	− .31
Student gender	− 17.58	− 2.72**	− 5.32	− .73	− 1.30	− .19	− 3.86	− .50	− 6.61	− .57	− 4.98	− 1.03	− 3.22	− .71	− 2.38	− .28

** Significant at .01; * Significant at .05
The 625 and above benchmark category was omitted due to a small number of cases (3 in Arabic assessment and 43 in English assessment)