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Rufei Yang
Changchun Guanghua University
Humanities Education Mathematics Social Sciences

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Socioeconomic Inequalities in Reading Literacy and Learning-Related Characteristics: Evidence from PISA 2022 Rufei Yang
Journal of Education Research Vol. 7 No. 3 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.3480

Abstract

Socioeconomic status (SES) is widely recognized as a key factor in educational inequality, yet comparative evidence on its relationship with students' learning-related characteristics remains limited, particularly in Asian contexts. This study aims to examine associations among SES, reading literacy, and three learning-related characteristics: metacognitive monitoring, learning time, and career aspirations. PISA 2022 data from ten Asian economies were analyzed following PISA technical standards, incorporating plausible values and sampling weights. Results indicate that SES is positively associated with reading literacy across all economies, although the strength of this association varies substantially. Associations between learning-related characteristics and reading literacy are generally weak and differ across contexts. These findings underscore cross-context variation in socioeconomic stratification of reading achievement, offering a comparative and descriptive perspective that contributes to a more nuanced understanding of educational inequality across diverse Asian sociocultural contexts.
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