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Article: From reading strategy instruction to student reading achievement: The mediating role of student motivational factors
Title | From reading strategy instruction to student reading achievement: The mediating role of student motivational factors |
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Authors | |
Keywords | motivation reading achievement reading strategy instruction |
Issue Date | 2019 |
Publisher | John Wiley & Sons, Inc. The Journal's web site is located at http://www3.interscience.wiley.com/cgi-bin/jhome/32084 |
Citation | Psychology in the Schools, 2019, v. 56 n. 5, p. 724-740 How to Cite? |
Abstract | This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self-concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the Progress in International Reading Literacy Study 2011 through multilevel structural equation modeling. The results showed that, first, the relation between the frequency of reading strategy instruction and student reading achievement was mediated by student attitudes toward reading. Second, the frequency of reading strategy instruction was significantly related to student attitudes toward reading and motivation to read and student attitudes toward reading was significantly associated with reading achievement. Finally, girls had more positive attitudes toward reading, more positive reading self-concept, higher motivation to read, and higher reading achievement than boys. These findings may shed light on how teachers should arrange their reading strategy instruction to interplay with student attitudes toward reading and motivation to read and to help improve reading achievement. © 2018 Wiley Periodicals, Inc. |
Persistent Identifier | http://hdl.handle.net/10722/275171 |
ISSN | 2023 Impact Factor: 1.8 2023 SCImago Journal Rankings: 0.756 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Huang, J | - |
dc.contributor.author | Chen, G | - |
dc.date.accessioned | 2019-09-10T02:37:01Z | - |
dc.date.available | 2019-09-10T02:37:01Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Psychology in the Schools, 2019, v. 56 n. 5, p. 724-740 | - |
dc.identifier.issn | 0033-3085 | - |
dc.identifier.uri | http://hdl.handle.net/10722/275171 | - |
dc.description.abstract | This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self-concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the Progress in International Reading Literacy Study 2011 through multilevel structural equation modeling. The results showed that, first, the relation between the frequency of reading strategy instruction and student reading achievement was mediated by student attitudes toward reading. Second, the frequency of reading strategy instruction was significantly related to student attitudes toward reading and motivation to read and student attitudes toward reading was significantly associated with reading achievement. Finally, girls had more positive attitudes toward reading, more positive reading self-concept, higher motivation to read, and higher reading achievement than boys. These findings may shed light on how teachers should arrange their reading strategy instruction to interplay with student attitudes toward reading and motivation to read and to help improve reading achievement. © 2018 Wiley Periodicals, Inc. | - |
dc.language | eng | - |
dc.publisher | John Wiley & Sons, Inc. The Journal's web site is located at http://www3.interscience.wiley.com/cgi-bin/jhome/32084 | - |
dc.relation.ispartof | Psychology in the Schools | - |
dc.rights | Preprint This is the pre-peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. Postprint This is the peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. | - |
dc.subject | motivation | - |
dc.subject | reading achievement | - |
dc.subject | reading strategy instruction | - |
dc.title | From reading strategy instruction to student reading achievement: The mediating role of student motivational factors | - |
dc.type | Article | - |
dc.identifier.email | Chen, G: gwchen@hku.hk | - |
dc.identifier.authority | Chen, G=rp01874 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1002/pits.22217 | - |
dc.identifier.scopus | eid_2-s2.0-85058366226 | - |
dc.identifier.hkuros | 304507 | - |
dc.identifier.volume | 56 | - |
dc.identifier.issue | 5 | - |
dc.identifier.spage | 724 | - |
dc.identifier.epage | 740 | - |
dc.identifier.isi | WOS:000464371900006 | - |
dc.publisher.place | United States | - |
dc.identifier.issnl | 0033-3085 | - |