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Title: Learning strategies and reading literacy among Chinese and Finnish adolescents : evidence of suppression
Authors: Cai, YY 
Zhu, XH 
Issue Date: 2017
Source: Educational psychology, 2017, v. 37, no. 2, p. 192-204
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.
Keywords: Learning strategies
Multigroup structural equation modelling
PISA reading
Suppression
Publisher: Routledge, Taylor & Francis Group
Journal: Educational psychology 
ISSN: 0144-3410
EISSN: 1469-5820
DOI: 10.1080/01443410.2016.1170105
Rights: © 2016 Informa UK Limited, trading as Taylor & Francis Group
This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology on 06 Apr 2016 (Published online), available online: http://www.tandfonline.com/10.1080/01443410.2016.1170105.
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