Reading Performance and Self-regulated Learning of Hong Kong Students: What We Learnt from PISA 2009

Abstract

The outperformance of Chinese students in large-scale international assessments has increasingly attracted the attention of researchers. This study explored the relationship between an important student factor, selfregulated learning (SRL), and Hong Kong students' reading performance on Programme of International Student Assessment (PISA). Using data from PISA 2009, this study found that Hong Kong students obtained an overall strong performance on the PISA 2009 reading assessment. They were relatively good at reflecting and evaluating and reading continuous texts. Compared with the OECD average, Hong Kong students showed better reading engagement and perceived a more positive classroom disciplinary climate in their reading lessons, but they used fewer control strategies, had poorer awareness of effective reading strategies, and perceived a lower degree of teacher stimulation and scaffolding. Reading enjoyment and control strategies were the most important SRL components facilitating Hong Kong students' reading performance, after controlling for other background variables in multilevel analysis. Possible cultural and contextual factors affecting Hong Kong students' SRL and reading performance, and their relationship are discussed to shed light for understanding the paradox of Chinese learners and improving the instructional practices in Chinese classes.

Interaction Effects of Gender and Motivational Beliefs on Self-Regulated Learning: A Study at ICT-Integrated Schools

“…Self-regulated learning skills and motivation play important roles in students' performance and are perceived as proximal factors that could lead to academic success (Chandra Shekhar & Rachna Devi, 2012;Cleary, Gubi & Prescott, 2010;Cleary & Platten, 2013;Saleh Ahmed Al Khatib, 2010). Early conceptualizations of selfregulation focused on cognitive and meta-cognitive features and in recent years, motivational beliefs have been integrated into selfregulated learning as prerequisites of strategic learning behaviors, more so in an ICT integrated environment (Lau & Ho, 2015). A number of studies have shown that having learning strategies to improve academic performance is inadequate; students must be motivated to use these strategies (Al-Baddaren, Ghaith & Akour, 2014;Mofrad & Pourghaz, 2015).…”

Grade-Level Differences in Teacher Feedback and Students’ Self-Regulated Learning

“…In this phase, they may become more sensitive to the feedback they obtain, which may promote them to use more learning strategies (Guo, 2017). In addition, students in Chinese cultural contexts have a strong conviction that they should work hard to perform well on competitive examinations; thus, when they lag behind or obtain low grades, they tend to work harder and become more self-regulated to increase their scores (Hui et al, 2011;Lau and Ho, 2016).…”

“…Self-regulated learning (SRL) is a significant research area in education, and it has garnered attention from educational researchers, educational administrators, and classroom teachers (Lau and Ho, 2016). SRL is defined as learners proactively taking control of their thoughts, feelings, and behaviors to achieve learning goals (Schunk and Zimmerman, 2010).…”

The structural equation modeling of reading interest psycho-behavioural constructs: How are they related across different modes of reading?

“…Empirical studies were able to demonstrate the links between students' use of elaboration strategy in reading and enjoyment in reading (Lau & Ho, 2016). Even when people read for a targeted purpose (e.g., doing homework, conducting a project), reading with elaboration can be a useful strategy in attaining the goals.…”