Metacognition Explains the Gender Differences in Digital Reading Performance
A Multilevel Mediation Analysis
Bibliographic Data
| ID | 22262115 |
|---|---|
| Authors | Hangyan Yu (0000-0001-7528-7235, Zhejiang International Studies University, corresponding author) |
| Year | 2021 |
| Volume | 1 |
| Issue | 1 |
| Pages | 50-54 |
| Publication date | 2021-12-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Gender Culture and Society (JOURNAL) |
| Journal identifiers | ISSN: 2754-3293 • E-ISSN: 2754-3293 |
| Publisher | Al-Kindi Center for Research and Development (PUBLISHER) |
| DOI | 10.32996/jgcs.2021.1.1.8 |
| OpenAlex | W4200317079 |
| Language | EN |
| References cited | 5 |
Gender differences in reading have become a heated topic, and a reoccurring pattern of results is that girls outperform boys significantly. As digital reading prevails, the discrepancies in digital reading between girls and boys are also prominent. For the purpose of exploring the reason why boys lag behind in terms of digital reading performance and therefore unveil the underlying mechanism in improving students' digital reading literacy, this study used multilevel mediation analysis to investigate whether students' metacognition, i.e., metacognition of understanding, remembering, summarizing and assessing credibility, explain the gender differences in digital reading performance. This study adopted Programme for International Student Assessment (PISA), launched by Organization for Economic Co-operation and Development (OECD) as the data source. Results of 12,058 samples from 361 schools in China showed that their better achievement in metacognition significantly mediated girls' excelling performance in digital reading. Pedagogical implementations focusing on metacognition were given to render help for both genders in digital reading performance
Cognition · Cognitive psychology · Credibility · Developmental psychology · Digital Literacy · Linguistics · Mathematics education · Mediation · Metacognition · Pedagogy · Political science · Reading comprehension · Child Development and Digital Technology · Impact of Technology on Adolescents · Psychology · Social Media and Politics
Pisa 2018 Assessment and Analytical Framework
Statistical mediation analysis with a multicategorical independent variable
Investigating professed and enacted epistemic beliefs about the uncertainty of scientific knowledge when students evaluate scientific controversies
Beyond Baron and Kenny
The moderator–mediator variable distinction in social psychological research
| Citation velocity | historical |
|---|---|
| Highly cited | No |