元认知策略对多语学生和英语优势学生阅读动机与阅读成绩之间关系的中介效应

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Eunjee Jang, Young S. Seo, Janina Brutt-Griffler
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引用次数: 0

摘要

阅读参与是学生阅读成果的有力预测因素,但其对不同学生群体的持续积极影响仍不明确。对多语青少年阅读参与度的研究尤其有限。我们研究了阅读投入的情感和认知维度与多语种学生和英语占主导地位的学生的阅读成绩之间的相互作用。具体而言,我们探讨了阅读动机如何通过元认知策略与阅读成就相关联。为了深入理解阅读参与,我们进一步研究了这些关系对于不同语言背景的学生是否有所不同。我们利用 2018 年美国国际学生评估项目的数据进行了多组结构方程建模。我们的分析包括 2928 名学生:2407名学生以英语为主,359名学生以西班牙语为主,162名学生以其他语言为主。我们发现,不同语言群体的阅读参与度和阅读成绩之间存在差异。对于英语为母语和西班牙语的学生来说,阅读动机通过元认知策略对阅读成绩产生了直接和间接的影响。相比之下,对于讲其他语言的学生来说,阅读动机只通过元认知策略与阅读成绩相关联,而不直接影响阅读成绩。我们的研究结果表明,元认知阅读策略是将阅读动机转化为阅读成就的重要解释机制。为了实现有效的阅读教学,有必要采取同时支持元认知策略和学习动机的综合教学方法,并根据学生的语言差异量身定制教学方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

The mediating effect of metacognitive strategies on the relationship between reading motivation and reading achievement in multilingual and english-dominant students

The mediating effect of metacognitive strategies on the relationship between reading motivation and reading achievement in multilingual and english-dominant students

Reading engagement is a strong predictor of students’ reading outcomes, but its consistent positive effects across diverse student groups remain unclear. Research on the reading engagement of multilingual adolescents is notably limited. We investigated the interactions of affective and cognitive dimensions of reading engagement in relation to reading achievement among multilingual and English-dominant students. Specifically, we explored how reading motivation is related to reading achievement through metacognitive strategies. For a nuanced understanding of reading engagement, we further examined whether these relationships are distinct for students with different language backgrounds. We conducted multi-group structural equation modeling using data from the U.S. Programme for International Student Assessment 2018. Our analyses included 2,928 students: 2,407 English-dominant, 359 Spanish-speaking, and 162 other-language-speaking multilingual students. We found differential relationships between reading engagement and reading achievement across language groups. For English-dominant and Spanish-speaking students, reading motivation had both a direct and indirect effect on reading achievement through metacognitive strategies. In contrast, for other-language-speaking students, motivation was only linked to achievement through metacognitive strategies, with no direct contribution from motivation. Our results suggest that metacognitive reading strategies were a critical explanatory mechanism for translating reading motivation into reading achievement. For effective reading instruction, integrated instructional practices that support both metacognitive strategies and motivation are necessary, with a tailored approach that adapts responsibly to linguistic differences among students.

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来源期刊
CiteScore
5.20
自引率
16.00%
发文量
0
期刊介绍: Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
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