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

12 Citations (Scopus)


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
Issue number2
Publication statusPublished - 7 Feb 2017


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

ASJC Scopus subject areas

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


Dive into the research topics of 'Learning strategies and reading literacy among Chinese and Finnish adolescents: evidence of suppression'. Together they form a unique fingerprint.

Cite this