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Article: The relationship between motivation to read chinese and english and its impact on the Chinese and english reading performance of chinese students

TitleThe relationship between motivation to read chinese and english and its impact on the Chinese and english reading performance of chinese students
Authors
Issue Date2009
PublisherM.E. Sharpe, Inc.. The Journal's web site is located at http://www.mesharpe.com/mall/results1.asp?acr=ced
Citation
Chinese Education And Society, 2009, v. 42 n. 3, p. 66-90 How to Cite?
AbstractThis study investigated the relationships among Hong Kong Chinese students' reading attainment in Chinese and English, their attitudes toward reading, and their self-concept as readers. The sample consisted of 1,232 fourth-grade students from thirty-eight primary schools. Predictably, the students' reading attainment was better when tested in Chinese than in English, their second language. On each test, girls tended to outperform the boys. It was hypothesized that students' Chinese and English reading self-concept and attitudes toward Chinese and English reading would correlate positively with their Chinese and English reading performance. However, no clear and easily interpretable pattern of relationships was found between students' reading attitudes, their self-concepts as readers, and their reading performance. Whereas item analysis showed the reading attainment measures to be highly internally consistent, the responses of the young children in the study to questionnaire probes, particularly to items concerned with selfconcepts as readers, were less homogeneous. The paper explores the strength of the relationship between girls' and boys' scores on English and Chinese reading attainment tests, their attitudes toward reading in English and Chinese, and their self-concept as a reader in each language. © 2009 M.E. Sharpe, Inc. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/92402
ISSN
2009 Impact Factor: 0.131
2015 SCImago Journal Rankings: 0.115
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLoh, EKYen_HK
dc.contributor.authorTse, SKen_HK
dc.date.accessioned2010-09-17T10:45:05Z-
dc.date.available2010-09-17T10:45:05Z-
dc.date.issued2009en_HK
dc.identifier.citationChinese Education And Society, 2009, v. 42 n. 3, p. 66-90en_HK
dc.identifier.issn1061-1932en_HK
dc.identifier.urihttp://hdl.handle.net/10722/92402-
dc.description.abstractThis study investigated the relationships among Hong Kong Chinese students' reading attainment in Chinese and English, their attitudes toward reading, and their self-concept as readers. The sample consisted of 1,232 fourth-grade students from thirty-eight primary schools. Predictably, the students' reading attainment was better when tested in Chinese than in English, their second language. On each test, girls tended to outperform the boys. It was hypothesized that students' Chinese and English reading self-concept and attitudes toward Chinese and English reading would correlate positively with their Chinese and English reading performance. However, no clear and easily interpretable pattern of relationships was found between students' reading attitudes, their self-concepts as readers, and their reading performance. Whereas item analysis showed the reading attainment measures to be highly internally consistent, the responses of the young children in the study to questionnaire probes, particularly to items concerned with selfconcepts as readers, were less homogeneous. The paper explores the strength of the relationship between girls' and boys' scores on English and Chinese reading attainment tests, their attitudes toward reading in English and Chinese, and their self-concept as a reader in each language. © 2009 M.E. Sharpe, Inc. All rights reserved.en_HK
dc.languageengen_HK
dc.publisherM.E. Sharpe, Inc.. The Journal's web site is located at http://www.mesharpe.com/mall/results1.asp?acr=ceden_HK
dc.relation.ispartofChinese Education and Societyen_HK
dc.titleThe relationship between motivation to read chinese and english and its impact on the Chinese and english reading performance of chinese studentsen_HK
dc.typeArticleen_HK
dc.identifier.emailLoh, EKY: ekyloh@hkucc.hku.hken_HK
dc.identifier.emailTse, SK: sktse@hkucc.hku.hken_HK
dc.identifier.authorityLoh, EKY=rp01361en_HK
dc.identifier.authorityTse, SK=rp00964en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.2753/CED1061-1932420304en_HK
dc.identifier.scopuseid_2-s2.0-69849103930en_HK
dc.identifier.hkuros160579-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-69849103930&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume42en_HK
dc.identifier.issue3en_HK
dc.identifier.spage66en_HK
dc.identifier.epage90en_HK
dc.identifier.isiWOS:000271675700005-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridLoh, EKY=18037756000en_HK
dc.identifier.scopusauthoridTse, SK=7006643153en_HK

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