Beliefs about learning, self-regulated strategies and text comprehension among Chinese children
Bibliographic Data
| ID | 5264388 |
|---|---|
| Authors | Yin‐kum Law, Richard J Volk, Carol K K Chan (0000-0001-8629-3948), S Chaillou, John Sachs, J F Morot-Gaudry, André Mariotti |
| Year | 2008 |
| Volume | 78 |
| Issue | 1 |
| Pages | 51-73 |
| Publication date | 2008-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709907x179812 |
| PMID | 18269784 |
| OpenAlex | W18269784 |
| Language | EN |
| Citations received | 15 |
| References cited | 42 |
BackgroundMost studies have investigated college and high school students' epistemological beliefs in Western contexts, with few studies examining how beliefs about learning are related to children's strategies and comprehension in the Chinese cultural context.AimsThe present study investigated Chinese elementary school children's beliefs about learning and examined their relations with self-regulated learning strategies and text comprehension.SampleThe participants were 417 Grade 5 (mean age = 10.8 years) and 420 Grade 6 (mean age = 11.9 years) elementary school children in Hong Kong.MethodsA questionnaire assessing children's beliefs about learning was constructed; children were also asked to complete the Motivated Strategies for Learning Questionnaire and several text comprehension tasks assessing deep understanding.ResultsFactor analysis indicated two contrasting factors of constructivist and reproductive beliefs about learning. High achievers outperformed low achievers on beliefs, strategy and comprehension scores. Multiple regression indicated that constructivist beliefs contributed to text comprehension over and above the effects of grade and strategy.ConclusionsThis study corroborates current research on the roles of beliefs and strategies in text comprehension and suggests that meta-cognitive beliefs and strategies examined in English reading can also be identified among Chinese children in text comprehension
Agronomy · Ammonium · Ammonium nitrate · Biology · Biomass (ecology) · Botany · Nitrate · Nitrogen · Nitrogen Cycle · Phaseolus · Photosynthesis · Shoot · Chemistry · Horticulture · Phosphorus and nutrient management · Plant Micronutrient Interactions and Effects · Plant nutrient uptake and metabolism
Cross-Cultural Study of Education
A Chinese Learner and Her Self-Regulated Learning
Exploring the impact of self-regulation on vocabulary learning strategies and knowledge in CSL
Effects of games on students’ emotions of learning science and achievement in chemistry
Motivated Strategies for Learning Questionnaire (MSLQ)
Impact of self-regulated learning on students’ English reading achievement and reading behaviour
Self-regulated learning (SRL) perspectives and strategies of Australian primary school students
Appropriation of resources by bilingual students for self-regulated learning of science
Self-Regulated learning strategies and reading comprehension among bilingual primary school students in Hong Kong
Chinese language teachers' perception and implementation of self-regulated learning-based instruction
The role of teachers’ cognitive support in motivating young Hong Kong Chinese children to read and enhancing reading comprehension
Mapping the scholarly landscape
How postgraduates navigate GenAI’s dual pathways between research creativity and academic plagiarism
Pedagogy in practice
The effects of activating prior topic and metacognitive knowledge on text comprehension scores
Metacognition in Educational Theory and Practice
The Role of Self-Regulation and Transcription Skills in Writing and Writing Development
The Development of Academic Self-Regulation
Effects of beliefs about the nature of knowledge on comprehension.
Self-Regulated Learning and Academic Achievement
Models of Self-regulated Learning
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
U.S and Chinese cultural beliefs about learning.
Attaining Self-Regulation
Motivational and self-regulated learning components of classroom academic performance.
Constructive Activity in Learning from Text
Explaining the Epistemological Belief System
Developing Children's Thinking About Their Own Learning
The Relationship Between Learning Conception, Study Strategy and Learning Outcome
| Unique citing works | 15 |
|---|---|
| Citations per year | 0,94 |
| Citation span | 2010 - 2026 (17) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 15 |