Students’Reading Engagement in Print and Digital Reading Achievement: Using a Multilevel Structural Equation Modeling

This study examined a structural relationship of motivational, cognitive, and behavioral engagement along with print and digital reading assessments based on a two-level structural equation modeling. The analysis was based on PISA 2009 data focusing on Korean students. The results showed that the effect of motivational engagement (reading enjoyment) on academic performance was mediated by cognitive, metacognitive and behavioral engagements, and these mediating engagement factors were positively predictive on both print and digital reading. Socio-economically disadvantaged students appeared to have lower levels of engagement, which led to lower levels of reading performance. Girls enjoyed reading more and had more knowledge on effective reading and learning strategies, which resulted in high performance in print reading. However boys better performed in digital reading than girls. Educational and practical implications were discussed.