Please use this identifier to cite or link to this item:
http://hdl.handle.net/10397/68305
DC Field | Value | Language |
---|---|---|
dc.contributor | Department of Chinese and Bilingual Studies | en_US |
dc.creator | Cai, YY | en_US |
dc.creator | Zhu, XH | en_US |
dc.date.accessioned | 2017-07-29T03:03:51Z | - |
dc.date.available | 2017-07-29T03:03:51Z | - |
dc.identifier.issn | 0144-3410 | en_US |
dc.identifier.uri | http://hdl.handle.net/10397/68305 | - |
dc.language.iso | en | en_US |
dc.publisher | Routledge, Taylor & Francis Group | en_US |
dc.rights | © 2016 Informa UK Limited, trading as Taylor & Francis Group | en_US |
dc.rights | 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. | en_US |
dc.subject | Learning strategies | en_US |
dc.subject | Multigroup structural equation modelling | en_US |
dc.subject | PISA reading | en_US |
dc.subject | Suppression | en_US |
dc.title | Learning strategies and reading literacy among Chinese and Finnish adolescents : evidence of suppression | en_US |
dc.type | Journal/Magazine Article | en_US |
dc.identifier.spage | 192 | en_US |
dc.identifier.epage | 204 | en_US |
dc.identifier.volume | 37 | en_US |
dc.identifier.issue | 2 | en_US |
dc.identifier.doi | 10.1080/01443410.2016.1170105 | en_US |
dcterms.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. | en_US |
dcterms.accessRights | open access | en_US |
dcterms.bibliographicCitation | Educational psychology, 2017, v. 37, no. 2, p. 192-204 | en_US |
dcterms.isPartOf | Educational psychology | en_US |
dcterms.issued | 2017 | - |
dc.identifier.isi | WOS:000395093000008 | - |
dc.identifier.ros | 2016004497 | - |
dc.source.type | Article | en |
dc.identifier.eissn | 1469-5820 | en_US |
dc.identifier.rosgroupid | 2016004413 | - |
dc.description.ros | 2016-2017 > Academic research: refereed > Publication in refereed journal | en_US |
dc.description.validate | 201804_a bcma | en_US |
dc.description.oa | Accepted Manuscript | en_US |
dc.identifier.FolderNumber | a0838-n01 | en_US |
dc.identifier.SubFormID | 1861 | en_US |
dc.description.fundingSource | Self-funded | en_US |
dc.description.pubStatus | Published | en_US |
dc.description.oaCategory | Green (AAM) | en_US |
Appears in Collections: | Journal/Magazine Article |
Files in This Item:
File | Description | Size | Format | |
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a0838-n01_1861.pdf | Pre-Published version | 874.23 kB | Adobe PDF | View/Open |
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