Akhmetova Aigul, Imambayeva Gaysha, Csapó Benő
Doctoral School of Education, University of Szeged, Szeged, Hungary.
Innovative Eurasian University, Pavlodar, Kazakhstan.
Heliyon. 2022 Jul 14;8(7):e09946. doi: 10.1016/j.heliyon.2022.e09946. eCollection 2022 Jul.
This study examines the relation between reading attitude and reading achievement in three languages among sixth- and eighth-grade students in Kazakhstan. Participants were randomly chosen from seven secondary schools in a major city. Their native languages were Kazakh or Russian (N = 1,505). Reading tests in English, Kazakh and Russian and a reading attitude questionnaire were administered via the eDia online assessment system. The results indicate that 85% of the sixth graders and 79% of the eighth graders enjoy reading. Correlations in reading achievement between English, Kazakh and Russian ranged from r = .55 to r = .61 (p < .01). Kazakh native speakers performed better in the respective languages than speakers of Russian and other languages. A factor analysis demonstrated a three-factor model for Grade 6 and a four-factor model for Grade 8, corresponding to reading attitude and reliability coefficients for these factors from .71 to .86. In both grades, factor loading showed a good fit to the data. Regression analysis showed a weak relation between reading attitude and reading achievement among sixth and eighth graders in the targeted languages despite a positive attitude towards reading.
本研究考察了哈萨克斯坦六年级和八年级学生在三种语言中的阅读态度与阅读成绩之间的关系。参与者是从一个大城市的七所中学中随机选取的。他们的母语是哈萨克语或俄语（N = 1505）。通过eDia在线评估系统进行了英语、哈萨克语和俄语的阅读测试以及一份阅读态度问卷。结果表明，85%的六年级学生和79%的八年级学生喜欢阅读。英语、哈萨克语和俄语之间的阅读成绩相关性在r = 0.55至r = 0.61之间（p < 0.01）。以哈萨克语为母语的学生在各自语言中的表现优于以俄语和其他语言为母语的学生。一项因素分析表明，六年级为三因素模型，八年级为四因素模型，这些因素的阅读态度和信度系数在0.71至0.86之间。在两个年级中，因素负荷均显示与数据拟合良好。回归分析表明，尽管对阅读持积极态度，但目标语言中六年级和八年级学生的阅读态度与阅读成绩之间的关系较弱。
