Learners' Reading Metacognition and Summary Writing Skills Nested in Psychological and Sociocultural Factors

Autor/inn/en	Chan, Casuncad Mary Gwyneth; Aryadoust, Vahid
Titel	Learners' Reading Metacognition and Summary Writing Skills Nested in Psychological and Sociocultural Factors
Quelle	In: Reading in a Foreign Language, 35 (2023) 2, S.138-159 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Metacognition; Writing Skills; Secondary School Students; Student Characteristics; Individual Differences; Personality Traits; Resilience (Psychology); Cooperation; International Assessment; Achievement Tests; Foreign Countries; Predictor Variables; Factor Analysis; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Writing skill; Schreibfertigkeit; Sekundarschüler; Individueller Unterschied; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Co-operation; Kooperation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Prädiktor; Faktorenanalyse
Abstract	This paper investigates the relationship between secondary school students' reading metacognition and summary writing skills--which represent a part of their academic language skills--within a network of psychological and sociocultural factors consisting of positivity, tolerance and respect, resilience, and culture and cooperation. We used data from the 2018 OECD's Programme for International Student Assessment (PISA) database (n = 612,004) from 79 countries. We conducted a series of confirmatory factor analyses (CFA) to validate the variance and covariance structure of the tests and questionnaires used. Next, we performed structural equation modeling (SEM) to investigate the effect of the predictors on reading metacognition and summary writing skills. A significant relationship was found between sociocultural factors, reading metacognition, and summary writing skills. We propose that it is essential to consider how a student's background, experiences, and school curriculum determine how these indicators present themselves in each student and affect their academic language performance. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: https://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01