Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/68305
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dc.contributorDepartment of Chinese and Bilingual Studiesen_US
dc.creatorCai, YYen_US
dc.creatorZhu, XHen_US
dc.date.accessioned2017-07-29T03:03:51Z-
dc.date.available2017-07-29T03:03:51Z-
dc.identifier.issn0144-3410en_US
dc.identifier.urihttp://hdl.handle.net/10397/68305-
dc.language.isoenen_US
dc.publisherRoutledge, Taylor & Francis Groupen_US
dc.rights© 2016 Informa UK Limited, trading as Taylor & Francis Groupen_US
dc.rightsThis 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.en_US
dc.subjectLearning strategiesen_US
dc.subjectMultigroup structural equation modellingen_US
dc.subjectPISA readingen_US
dc.subjectSuppressionen_US
dc.titleLearning strategies and reading literacy among Chinese and Finnish adolescents : evidence of suppressionen_US
dc.typeJournal/Magazine Articleen_US
dc.identifier.spage192en_US
dc.identifier.epage204en_US
dc.identifier.volume37en_US
dc.identifier.issue2en_US
dc.identifier.doi10.1080/01443410.2016.1170105en_US
dcterms.abstractMany 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.en_US
dcterms.accessRightsopen accessen_US
dcterms.bibliographicCitationEducational psychology, 2017, v. 37, no. 2, p. 192-204en_US
dcterms.isPartOfEducational psychologyen_US
dcterms.issued2017-
dc.identifier.isiWOS:000395093000008-
dc.identifier.ros2016004497-
dc.source.typeArticleen
dc.identifier.eissn1469-5820en_US
dc.identifier.rosgroupid2016004413-
dc.description.ros2016-2017 > Academic research: refereed > Publication in refereed journalen_US
dc.description.validate201804_a bcmaen_US
dc.description.oaAccepted Manuscripten_US
dc.identifier.FolderNumbera0838-n01en_US
dc.identifier.SubFormID1861en_US
dc.description.fundingSourceSelf-fundeden_US
dc.description.pubStatusPublisheden_US
dc.description.oaCategoryGreen (AAM)en_US
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