File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: The role of attribution beliefs, motivation and strategy use in Chinese fifth-graders' reading comprehension

TitleThe role of attribution beliefs, motivation and strategy use in Chinese fifth-graders' reading comprehension
Authors
KeywordsAttribution beliefs
Intrinsic motivation
Reading comprehension
Reading strategy
Issue Date2009
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/routledge/00131881.asp
Citation
Educational Research, 2009, v. 51 n. 1, p. 77-95 How to Cite?
AbstractBackground: The latest report by the Progress in International Reading Literacy Study (PIRLS), issued in 2006, indicated that Hong Kong Primary 4 Chinese students outperformed children from 45 countries and provinces in reading comprehension tests that measured their higher-order reading proficiency. However, the study gave no indication of how factors such as attribution beliefs, motivation and strategy use might contribute to reading proficiency. Purpose: The purpose of the study was to examine the relationships between students' implicit beliefs about intelligence and ability, i.e. their 'attribution beliefs', and their motivation, metacognitive awareness of reading strategies and reading comprehension. Sample: The subjects consisted of 120 Grade 5 Chinese students (55 boys and 65 girls) from one Hong Kong primary school that uses Chinese as the medium of instruction. The school represents a typical primary school located in a Hong Kong urban area, with most students coming from low-income families. There was a wide range of academic ability and the average age of the students was 12.2 years. Design and methods: A quantitative approach was adopted in the research. Students were required to complete three questionnaires and two reading comprehension tests. The three questionnaires measured students' implicit beliefs about intelligence and ability, and their self-reported motivation and metacognitive awareness of reading strategies. The reading comprehension tests measured students' higher-order reading proficiency. Multiple regression analysis techniques were used to examine the relationship between students' beliefs and motivation, metacognitive awareness of reading strategies, and how they predicated students' reading comprehension. Results: The findings showed that students' implicit beliefs about intelligence and ability, and their intrinsic motivation and metacognitive awareness of the use of reading strategies were associated with their reading comprehension. Conclusions: These findings suggest that the Chinese children who considered intelligence and ability as controllable were more likely to be intrinsically motivated to learn to read and to use various reading strategies to tackle problems when constructing meaning from text, resulting in a better understanding of text. However, as all the participants in the present study came from one Hong Kong primary school, caution should be exercised in generalising the findings of the present study to all Chinese primary students. © 2009 NFER.
Persistent Identifierhttp://hdl.handle.net/10722/60125
ISSN
2015 Impact Factor: 0.589
2015 SCImago Journal Rankings: 0.490
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLaw, YKen_HK
dc.date.accessioned2010-05-31T04:04:02Z-
dc.date.available2010-05-31T04:04:02Z-
dc.date.issued2009en_HK
dc.identifier.citationEducational Research, 2009, v. 51 n. 1, p. 77-95en_HK
dc.identifier.issn0013-1881en_HK
dc.identifier.urihttp://hdl.handle.net/10722/60125-
dc.description.abstractBackground: The latest report by the Progress in International Reading Literacy Study (PIRLS), issued in 2006, indicated that Hong Kong Primary 4 Chinese students outperformed children from 45 countries and provinces in reading comprehension tests that measured their higher-order reading proficiency. However, the study gave no indication of how factors such as attribution beliefs, motivation and strategy use might contribute to reading proficiency. Purpose: The purpose of the study was to examine the relationships between students' implicit beliefs about intelligence and ability, i.e. their 'attribution beliefs', and their motivation, metacognitive awareness of reading strategies and reading comprehension. Sample: The subjects consisted of 120 Grade 5 Chinese students (55 boys and 65 girls) from one Hong Kong primary school that uses Chinese as the medium of instruction. The school represents a typical primary school located in a Hong Kong urban area, with most students coming from low-income families. There was a wide range of academic ability and the average age of the students was 12.2 years. Design and methods: A quantitative approach was adopted in the research. Students were required to complete three questionnaires and two reading comprehension tests. The three questionnaires measured students' implicit beliefs about intelligence and ability, and their self-reported motivation and metacognitive awareness of reading strategies. The reading comprehension tests measured students' higher-order reading proficiency. Multiple regression analysis techniques were used to examine the relationship between students' beliefs and motivation, metacognitive awareness of reading strategies, and how they predicated students' reading comprehension. Results: The findings showed that students' implicit beliefs about intelligence and ability, and their intrinsic motivation and metacognitive awareness of the use of reading strategies were associated with their reading comprehension. Conclusions: These findings suggest that the Chinese children who considered intelligence and ability as controllable were more likely to be intrinsically motivated to learn to read and to use various reading strategies to tackle problems when constructing meaning from text, resulting in a better understanding of text. However, as all the participants in the present study came from one Hong Kong primary school, caution should be exercised in generalising the findings of the present study to all Chinese primary students. © 2009 NFER.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/routledge/00131881.aspen_HK
dc.relation.ispartofEducational Researchen_HK
dc.subjectAttribution beliefsen_HK
dc.subjectIntrinsic motivationen_HK
dc.subjectReading comprehensionen_HK
dc.subjectReading strategyen_HK
dc.titleThe role of attribution beliefs, motivation and strategy use in Chinese fifth-graders' reading comprehensionen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0013-1881&volume=51&spage=77&epage=95&date=2009&atitle=The+role+of+attribution+beliefs,+motivation+and+strategy+use+in+Chinese+fifth+graders’+reading+comprehensionen_HK
dc.identifier.emailLaw, YK: yklaw@hkucc.hku.hken_HK
dc.identifier.authorityLaw, YK=rp00922en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/00131880802704764en_HK
dc.identifier.scopuseid_2-s2.0-69249229793en_HK
dc.identifier.hkuros156009en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-69249229793&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume51en_HK
dc.identifier.issue1en_HK
dc.identifier.spage77en_HK
dc.identifier.epage95en_HK
dc.identifier.isiWOS:000264641100005-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLaw, YK=7006095372en_HK
dc.identifier.citeulike4246684-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats