Ρίσκο για Λειτουργικό Αναλφαβητισμό και Προσωπικοί/Οικογενειακοί Παράγοντες

Authors

  • Αλεξάνδρα Πετρίδου
  • Μαρία Νικολαΐδου
  • Γιασεμίνα Καραγιώργη

DOI:

https://doi.org/10.26248/edusci.v2013i3.1762

Keywords:

Λειτουργικός αναλφαβητισμός, προσωπικά χαρακτηριστικά, οικογενειακοί παράγοντες, λογιστική παλινδρόμηση

Abstract

The current paper focuses on the exploration of possible effects that several personal and family factors could have on pupil's 'risk' for functional illiteracy. Analyses employing logistic regression models were performed on the data collected within the framework of the longitudinal Programme for Functional Literacy (PFL), implemented by the Center for Educational Reseach and Evaluation in Cyprus. According to the results, boys, immigrant pupils, children who started primary school before the age of six, pupils that intend to leave school immediately upon finishing compulsory education and pupils with low academic self-concept (in Greek and Mathematics) are more likely to be identified in ‘at risk’ groups for functional illiteracy. In relation to family factors, pupils whose father has low educational background, whose parents do not work, who speak Greek as an additional language at home, and without resources to support learning at home are more likely to be identified as functionally illiterate. Parental involvement in children’s education, as explored within the context of the particular study, appears to also be positively related to the risk for functional illiteracy.

Author Biographies

Αλεξάνδρα Πετρίδου

Ερευνήτρια
Κέντρο Εκπαιδευτικής Έρευνας και Αξιολόγησης

Μαρία Νικολαΐδου

Ερευνήτρια
Κέντρο Εκπαιδευτικής Έρευνας και Αξιολόγησης

Γιασεμίνα Καραγιώργη

Προϊσταμένη
Κέντρο Εκπαιδευτικής Έρευνας και Αξιολόγησης

Published

2013-09-30

How to Cite

Πετρίδου Α., Νικολαΐδου Μ., & Καραγιώργη Γ. (2013). Ρίσκο για Λειτουργικό Αναλφαβητισμό και Προσωπικοί/Οικογενειακοί Παράγοντες. Education Sciences, 2013(3), 83–102. https://doi.org/10.26248/edusci.v2013i3.1762