Modeling cognitive and non-cognitive factors that influence students' reading achievement in Saudi Arabia: A structural equation modeling analysis of PISA (2018)

Abstract

Reading is essential at all educational levels. This study explores factors influencing reading achievement among Saudi students, using structural equation modeling (SEM) based on PISA 2018 data. It examines whether students' perceptions of teacher support enhance reading skills by promoting self-efficacy and a sense of belonging. Results show that perceived teacher support does not directly affect reading interest (p-value = 0.868). However, self-efficacy and a sense of belonging fully mediate the relationship between teacher support and reading interest. Positive correlations were found between teacher support, self-efficacy, a sense of belonging, and reading ability (p-value = 0.001). This research offers insights into Saudi Arabia's educational context and can inform future studies in similar educational systems.