{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:DOC-APW6KWKO/f0b5b0e7-8ff1-46d0-bd57-0b25e4fcfe2f/HTML","dcterms:extent":"57 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:DOC-APW6KWKO/47b33446-3f88-4e13-a99d-d69db4565a03/PDF","dcterms:extent":"1719 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:DOC-APW6KWKO/e0ec69fb-9cf6-4e66-be6d-96820d8ae7b7/TEXT","dcterms:extent":"51 KB"}],"edm:TimeSpan":{"@rdf:about":"2006-2020","edm:begin":{"@xml:lang":"en","#text":"2006"},"edm:end":{"@xml:lang":"en","#text":"2020"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:DOC-APW6KWKO","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-QGFSTTZH"},{"@xml:lang":"sl","#text":"Šolsko polje"}],"dcterms:issued":"2011","dc:creator":["Podlesek, Anja","Puklek Levpušček, Melita"],"dc:format":[{"@xml:lang":"sl","#text":"letnik:22"},{"@xml:lang":"sl","#text":"številka:5/6"},{"@xml:lang":"sl","#text":"str. 89-108, 221-222"}],"dc:identifier":["ISSN:1581-6036","COBISSID:2345303","URN:URN:NBN:SI:doc-APW6KWKO"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"},"dc:subject":[{"@xml:lang":"sl","#text":"bralna pismenost"},{"@xml:lang":"sl","#text":"bralnost"},{"@xml:lang":"sl","#text":"branje"},{"@xml:lang":"sl","#text":"dijaki"},{"@xml:lang":"en","#text":"education"},{"@xml:lang":"en","#text":"high-school students"},{"@xml:lang":"en","#text":"multilevel linear models"},{"@xml:lang":"sl","#text":"PISA 2009"},{"@xml:lang":"en","#text":"predictors"},{"@xml:lang":"sl","#text":"psihosocialni dejavniki"},{"@xml:lang":"en","#text":"psychosocial factors"},{"@xml:lang":"sl","#text":"raziskave"},{"@xml:lang":"en","#text":"reading literacy"},{"@xml:lang":"en","#text":"Slovenia"},{"@xml:lang":"sl","#text":"Slovenija"},{"@xml:lang":"sl","#text":"vzgoja in izobraževanje"},{"@rdf:resource":"http://www.wikidata.org/entity/Q8434"}],"dcterms:temporal":{"@rdf:resource":"2006-2020"},"dc:title":{"@xml:lang":"sl","#text":"Nekateri individualni in socialni napovedniki bralnih dosežkov slovenskih dijakov v raziskavi PISA 2009|"},"dc:description":[{"@xml:lang":"sl","#text":"The paper presents the predictive model of reading achievement of Slovene upper secondary-school students in PISA 2009. It includes selected predictors at an individual level and predictors of family and learning environment. From the original database, first-year students from four types of upper-secondary school programs (n = 4250) were selected into our sample. We used two-level linear models to analyse the relation between the predictors and reading achievement. Individual and social predictors explained about 8% of the total variance in reading achievement. When the type of the upper-secondary school program was additionally entered into the model, the predictors explained 60% of the total variance. Higher reading achievements were found in girls, students with higher socio-economic status, and in those who speak Slovene at home, have higher interest in reading, perceive higher teacher's stimulation of students' reading engagement, and use metacognitive strategies in reading, interpret literary texts and read online more frequently"},{"@xml:lang":"sl","#text":"V članku je predstavljen napovedni model, s katerim smo pojasnjevali bralne dosežke slovenskih dijakov v raziskavi PISA 2009 z izbranimi individualnimi napovedniki ter napovedniki družinskega in učnega okolja. Iz izvorne baze podatkov smo v obravnavani vzorec vključili dijake prvih letnikov štirih srednješolskih izobraževalnih programov (n = 4250). Pri analizi povezav med napovedniki in bralnim dosežkom smo uporabili dvonivojske linearne modele. Individualni in socialni napovedniki so pojasnili približno 8 % celotne variance dosežkov dijakov. Ko smo v model dodatno vstavili še izobraževalni program, pa so prediktorji skupaj pojasnili 60 % celotne variance. Višje bralne dosežke smo našli pri dekletih, dijakih z višjim socialnoekonomskim položajem in tistih, ki se doma pogovarjajo v slovenščini, se bolj zanimajo zabranje, v večji meri zaznavajo učiteljevo spodbudo pri bralnih aktivnostih, pri branju pogosteje uporabljajo metakognitivne strategije in interpretirajo literarna besedila ter pogosteje berejo na spletu"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:DOC-APW6KWKO","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:DOC-APW6KWKO"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:DOC-APW6KWKO/47b33446-3f88-4e13-a99d-d69db4565a03/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:DOC-APW6KWKO/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:DOC-APW6KWKO"}}}}