Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/68305
Title: Learning strategies and reading literacy among Chinese and Finnish adolescents : evidence of suppression
Authors: Cai, YY 
Zhu, XH 
Keywords: Learning strategies
Multigroup structural equation modelling
PISA reading
Suppression
Issue Date: 2017
Publisher: Routledge, Taylor & Francis Group
Source: Educational psychology, 2017, v. 37, no. 2, p. 192-204 How to cite?
Journal: Educational psychology 
Abstract: Many arguments have been advanced in the context of the predictive correlation between learning strategies and reading achievement. There is insufficient understanding, however, of the subtle ways in which different types of learning strategies (i.e. memorisation, elaboration and control strategies) function in facilitating students' reading achievement. A post hoc analysis was performed to examine this issue among Chinese and Finnish adolescentswhoparticipated in the PISA 2009 reading programme. A multigroup structural equation modelling found the suppression pattern among the three strategies: control strategy is positively related to reading literacy and this association increases substantially once memorisation and elaboration strategies are accounted for. There is evidence that Chinese adolescents outperformed their Finnish counterparts due to larger suppression effect from elaboration. Implications for models of learning strategies andintervention are discussed.
URI: http://hdl.handle.net/10397/68305
ISSN: 0144-3410
EISSN: 1469-5820
DOI: 10.1080/01443410.2016.1170105
Appears in Collections:Journal/Magazine Article

Access
View full-text via PolyU eLinks SFX Query
Show full item record

WEB OF SCIENCETM
Citations

2
Citations as of Aug 14, 2017

Page view(s)

23
Last Week
3
Last month
Checked on Aug 20, 2017

Google ScholarTM

Check

Altmetric



Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.