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Article: Beliefs about learning, self-regulated strategies and text comprehension among Chinese children

TitleBeliefs about learning, self-regulated strategies and text comprehension among Chinese children
Authors
Issue Date2008
PublisherThe British Psychological Society. The Journal's web site is located at http://www.bps.org.uk/publications/jEP_1.cfm
Citation
British Journal Of Educational Psychology, 2008, v. 78 n. 1, p. 51-73 How to Cite?
AbstractBackground. Most studies have investigated college and high school students' epistemological beliefs in Western contexts, with few studies examining how beliefs about learning are related to children's strategies and comprehension in the Chinese cultural context. Aims. The present study investigated Chinese elementary school children's beliefs about learning and examined their relations with self-regulated learning strategies and text comprehension. Sample. The participants were 417 Grade 5 (mean age = 10.8 years) and 420 Grade 6 (mean age = 11.9 years) elementary school children in Hong Kong. Methods. A questionnaire assessing children's beliefs about learning was constructed; children were also asked to complete the Motivated Strategies for Learning Questionnaire and several text comprehension tasks assessing deep understanding. Results. Factor analysis indicated two contrasting factors of constructivist and reproductive beliefs about learning. High achievers outperformed low achievers on beliefs, strategy and comprehension scores. Multiple regression indicated that constructivist beliefs contributed to text comprehension over and above the effects of grade and strategy. Conclusions. This study corroborates current research on the roles of beliefs and strategies in text comprehension and suggests that meta-cognitive beliefs and strategies examined in English reading can also be identified among Chinese children in text comprehension. © 2008 The British Psychological Society.
Persistent Identifierhttp://hdl.handle.net/10722/85265
ISSN
2015 Impact Factor: 2.0
2015 SCImago Journal Rankings: 1.304
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLaw, YKen_HK
dc.contributor.authorChan, CKKen_HK
dc.contributor.authorSachs, Jen_HK
dc.date.accessioned2010-09-06T09:02:45Z-
dc.date.available2010-09-06T09:02:45Z-
dc.date.issued2008en_HK
dc.identifier.citationBritish Journal Of Educational Psychology, 2008, v. 78 n. 1, p. 51-73en_HK
dc.identifier.issn0007-0998en_HK
dc.identifier.urihttp://hdl.handle.net/10722/85265-
dc.description.abstractBackground. Most studies have investigated college and high school students' epistemological beliefs in Western contexts, with few studies examining how beliefs about learning are related to children's strategies and comprehension in the Chinese cultural context. Aims. The present study investigated Chinese elementary school children's beliefs about learning and examined their relations with self-regulated learning strategies and text comprehension. Sample. The participants were 417 Grade 5 (mean age = 10.8 years) and 420 Grade 6 (mean age = 11.9 years) elementary school children in Hong Kong. Methods. A questionnaire assessing children's beliefs about learning was constructed; children were also asked to complete the Motivated Strategies for Learning Questionnaire and several text comprehension tasks assessing deep understanding. Results. Factor analysis indicated two contrasting factors of constructivist and reproductive beliefs about learning. High achievers outperformed low achievers on beliefs, strategy and comprehension scores. Multiple regression indicated that constructivist beliefs contributed to text comprehension over and above the effects of grade and strategy. Conclusions. This study corroborates current research on the roles of beliefs and strategies in text comprehension and suggests that meta-cognitive beliefs and strategies examined in English reading can also be identified among Chinese children in text comprehension. © 2008 The British Psychological Society.en_HK
dc.languageengen_HK
dc.publisherThe British Psychological Society. The Journal's web site is located at http://www.bps.org.uk/publications/jEP_1.cfmen_HK
dc.relation.ispartofBritish Journal of Educational Psychologyen_HK
dc.titleBeliefs about learning, self-regulated strategies and text comprehension among Chinese childrenen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0007-0998&volume=78&spage=51–73&epage=&date=2008&atitle=Children’s+beliefs+about+learning+and+self-regulated+strategies+in+text+comprehensionen_HK
dc.identifier.emailLaw, YK: yklaw@hkucc.hku.hken_HK
dc.identifier.emailChan, CKK: ckkchan@hku.hken_HK
dc.identifier.authorityLaw, YK=rp00922en_HK
dc.identifier.authorityChan, CKK=rp00891en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1348/000709907X179812en_HK
dc.identifier.pmid18269784-
dc.identifier.scopuseid_2-s2.0-41149177475en_HK
dc.identifier.hkuros152978en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-41149177475&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume78en_HK
dc.identifier.issue1en_HK
dc.identifier.spage51en_HK
dc.identifier.epage73en_HK
dc.identifier.eissn2044-8279-
dc.identifier.isiWOS:000253544700003-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLaw, YK=7006095372en_HK
dc.identifier.scopusauthoridChan, CKK=27170802100en_HK
dc.identifier.scopusauthoridSachs, J=7101926178en_HK
dc.identifier.citeulike2325829-

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