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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 |
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. |
| Appears in Collections: | Journal/Magazine Article |
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|---|---|---|---|---|
| a0838-n01_1861.pdf | Pre-Published version | 874.23 kB | Adobe PDF | View/Open |
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