In line with the various theoretical models of educational quality in educational effectiveness research and with the concepts of self-efficacy and opportunities to learn, the aim of this contribution is to predict the differences in reading competencies and reading enjoyment of students at grade nine. Specific teacher and student beliefs and practices such as efficacy expectations and learning opportunities in reading lessons concerning educational standards for reading at school and classroom level were introduced as predictors. The analyses are based on the extended sample of the PISA-2009-study in Germany.

The main focus of the international PISA-studies is the systematic description and the international comparison of student competencies and selected indicators of learning environment and school policies. However, country-specific analyses of the relationship between student competencies and school indicators accomplished by the OECD do not show consistent patterns of correlations, in particular if they control for the social background of students. Analyzing PISA data from an extended sampling design, which allows for analyses on a classroom level – like in Germany – the analyses show positive correlations between certain classroom indicators such as classroom management and cognitive activation and student competencies as well as positive correlations between teacher support and motivation. Nevertheless, there is still a need for advanced information of school and classroom characteristics that may have an impact on student outcomes. This contribution trys to identify specific learning conditions in the reading domain at school and at classroom level, that can explain differences in reading competencies and reading enjoyment of students and can serve as starting points for improving reading instruction. Teachers’ and students’ efficacy expectations related to reading are important cognitions that might predict specific student reading competencies and motivation, as they are assumed to be based on positive reading experiences and the mastery and comprehension of difficult and substantial reading tasks. The efficiency expectations of teachers and students as well as the frequency of reading tasks in German lessons as specific learning environment can be referred to reading requirements that are defined in the educational standards in the subject German in the domain of reading.

Investigating these relationships, three research questions are addressed in this contribution: 1. How large is the variance of reading competencies and reading enjoyment of students at individual, classroom and school level, that can be explained by classroom and school level factors? 2. Is there a correlation between the efficiency expectations and practices of teachers at school level the corresponding cognitions and practices perceived by students at the classroom level? 3. To what extend can student reading competencies and motivation be predicted by the shared efficiency expectations and practices of teachers at school level and the shared efficiency expectations and practices of students at classroom level? 

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