NDLI: Perception of reading instruction and self-regulated learning: A comparison between Chinese students in Hong Kong and Beijing

Content Provider	Springer Nature Link
Author	Lau, Kit ling Chen, Xiao bo
Copyright Year	2013
Abstract	Based on the theoretical framework of self-regulated learning (SRL), the study aimed to examine whether the proposed relationship between classroom environment and students’ SRL was applicable in the case of Chinese readers. In this study, a questionnaire measuring students’ perception of reading instruction, strategy use, and reading motivation was completed by 1,654 Hong Kong and 2,006 Beijing students from grade 10. By comparing students from two different Chinese cities, the study also attempted to understand the learning attitudes and behaviors of students who share the same Confucian cultural backgrounds but experience different educational environments. The findings of this study indicated that the positive effects of perceived reading instruction on Chinese students’ SRL mainly came from strategy and metacognitive-based instruction, teacher support, and the nature of task. While both Hong Kong and Beijing students demonstrated a positive attitude towards their reading instruction as well as a positive degree of strategy use and reading motivation, significant area differences were found in nearly all measured variables. These findings have been discussed in the light of the contextual environments of the two Chinese cities. The study provides useful insights for understanding Chinese learners and Chinese classrooms from the perspective of SRL.
Starting Page	1083
Ending Page	1101
Page Count	19
File Format	PDF
ISSN	00204277
Journal	Instructional Science
Volume Number	41
Issue Number	6
e-ISSN	15731952
Language	English
Publisher	Springer Netherlands
Publisher Date	2013-01-10
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Reading instruction Reading motivation Strategy use Self-regulated learning Chinese students Learning & Instruction Educational Psychology Pedagogic Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

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