Relationships between reading engagement features and students’ digital reading performance: An international large-scale study

IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Yanyu Wang, Jie Hu
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引用次数: 0

Abstract

Background

Reading engagement lays a foundation for academic outcomes. Despite discussions on how reading engagement is related to students' print reading performance, the systematic investigation of its features’ role in digital reading is scarce.

Aim

The study explored the correlations between emotional, behavioral, and cognitive engagement features and students’ digital reading performance.

Sample

164,233 secondary school students in 24 countries participating in the 2018 cycle of the Programme for International Student Assessment (PISA) were selected.

Method

To examine the correlations on average in these countries, three-level hierarchical linear models (HLM) were constructed based on the whole female and male sample, respectively. Then, two-level HLMs were conducted within each country separately, to investigate the robustness or heterogeneity of the discovered relationships.

Results

Self-perception of reading competence and metacognitive knowledge were found to be consistently positively related to students’ digital reading performance, whereas self-perception of reading difficulty demonstrated a negative association in most cases. Cross-country differences were observed in the roles of most behavioral engagement features and gender differences were discovered in the correlations of reading enjoyment and online reading activities with the performance in digital reading.

Conclusions

Overall, the study highlighted the value of positive emotions and reading metacognitive knowledge. Country-specific recommendations on reading amount and reading breadth are worth attention. Additionally, some features might be particularly important for a certain gender group.
阅读投入特征与学生数字阅读表现的关系:一项国际大规模研究
阅读参与是取得学术成果的基础。尽管有关于阅读投入与学生印刷阅读表现之间关系的讨论,但对其特征在数字阅读中的作用的系统调查却很少。目的探讨情感、行为和认知投入特征与学生数字阅读成绩的关系。样本:来自24个国家的164233名中学生参加了2018年的国际学生评估项目(PISA)。方法分别基于女性和男性样本构建三层次线性模型(HLM),考察这些国家的平均相关性。然后,在每个国家内分别进行两级HLMs,以调查所发现关系的稳健性或异质性。结果阅读能力自我知觉和元认知知识与学生数字阅读成绩呈显著正相关,而阅读困难自我知觉在大多数情况下呈显著负相关。大多数行为投入特征的作用存在跨国差异,阅读享受和在线阅读活动与数字阅读表现的相关性存在性别差异。结论总体而言,本研究突出了积极情绪和阅读元认知知识的价值。各国关于阅读量和阅读广度的具体建议值得关注。此外,某些特征可能对特定性别群体特别重要。
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来源期刊
CiteScore
11.30
自引率
4.80%
发文量
109
期刊介绍: As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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