Learning strategies and reading literacy among Chinese and Finnish adolescents: evidence of suppression

Yuyang Cai, Xinhua Zhu

Research output: Journal article publicationJournal articleAcademic researchpeer-review

5 Citations (Scopus)

Abstract

Many arguments have been advanced in the context of the predictive correlation between learning strategies and reading achievement. There is insufficient understanding, however, of the subtle ways in which different types of learning strategies (i.e. memorisation, elaboration and control strategies) function in facilitating students’ reading achievement. A post hoc analysis was performed to examine this issue among Chinese and Finnish adolescents who participated in the PISA 2009 reading programme. A multigroup structural equation modelling found the suppression pattern among the three strategies: control strategy is positively related to reading literacy and this association increases substantially once memorisation and elaboration strategies are accounted for. There is evidence that Chinese adolescents outperformed their Finnish counterparts due to larger suppression effect from elaboration. Implications for models of learning strategies and intervention are discussed.
Original languageEnglish
Pages (from-to)192-204
Number of pages13
JournalEducational Psychology
Volume37
Issue number2
DOIs
Publication statusPublished - 7 Feb 2017

Keywords

  • Learning strategies
  • multigroup structural equation modelling
  • PISA reading
  • suppression

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Education
  • Developmental and Educational Psychology

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