Reading Performance and Self-Regulated Learning of Hong Kong Students: What We Learnt from PISA 2009

Autor/inn/en	Lau, Kit-ling; Ho, Esther Sui-chu
Titel	Reading Performance and Self-Regulated Learning of Hong Kong Students: What We Learnt from PISA 2009
Quelle	In: Asia-Pacific Education Researcher, 25 (2016) 1, S.159-171 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-015-0246-1
Schlagwörter	Reading Achievement; Metacognition; Hierarchical Linear Modeling; Foreign Countries; Reading Strategies; Student Attitudes; Achievement Tests; International Assessment; Secondary School Students; Classroom Environment; Reading Attitudes; Cultural Influences; Context Effect; Chinese; Reading Instruction; Teaching Methods; Instructional Improvement; Hong Kong; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Leseleistung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Reading strategy; Leselernstufe; Lesetechnik; Schülerverhalten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Klassenklima; Unterrichtsklima; Reading behavior; Rading behaviour; Leseverhalten; Cultural influence; Kultureinfluss; China; Chinesen; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsqualität; Hongkong
Abstract	The outperformance of Chinese students in large-scale international assessments has increasingly attracted the attention of researchers. This study explored the relationship between an important student factor, self-regulated learning (SRL), and Hong Kong students' reading performance on Programme of International Student Assessment (PISA). Using data from PISA 2009, this study found that Hong Kong students obtained an overall strong performance on the PISA 2009 reading assessment. They were relatively good at reflecting and evaluating and reading continuous texts. Compared with the OECD average, Hong Kong students showed better reading engagement and perceived a more positive classroom disciplinary climate in their reading lessons, but they used fewer control strategies, had poorer awareness of effective reading strategies, and perceived a lower degree of teacher stimulation and scaffolding. Reading enjoyment and control strategies were the most important SRL components facilitating Hong Kong students' reading performance, after controlling for other background variables in multilevel analysis. Possible cultural and contextual factors affecting Hong Kong students' SRL and reading performance, and their relationship are discussed to shed light for understanding the paradox of Chinese learners and improving the instructional practices in Chinese classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01