Volume 35, No. 2 Learners’ Reading Metacognition and Summary Writing Skills Nested in Psychological and Sociocultural Factors

Learners’ Reading Metacognition and Summary Writing Skills Nested in Psychological and Sociocultural Factors

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Oct. 18, 2023, 3:10 a.m.
Database record updated on:
Jan. 10, 2024, 9:42 p.m.
Last Harvested on:
Jan. 10, 2024, 9:42 p.m.
bitstream:
['https://scholarspace.manoa.hawaii.edu/bitstreams/81ba3059-9b32-43c4-973d-4c8f8e0201f2/download']
bitstream_extra:
None
bitstream_txt:
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collection:
Volume 35, No. 2
contributor.author:
Chan, Casuncad Mary Gwyneth Aryadoust, Vahid
date.accessioned:
2023-10-12T19:05:01Z
date.available:
2023-10-12T19:05:01Z
date.issued:
2023-10-16
description.abstract:
This paper investigates the relationship between secondary school students’ reading metacognition and summary writing skills—which represent a part of their academic language skills—within a network of psychological and sociocultural factors consisting of positivity, tolerance and respect, resilience, and culture and cooperation. We used data from the 2018 OECD’s Programme for International Student Assessment (PISA) database (n = 612,004) from 79 countries. We conducted a series of confirmatory factor analyses (CFA) to validate the variance and covariance structure of the tests and questionnaires used. Next, we performed structural equation modeling (SEM) to investigate the effect of the predictors on reading metacognition and summary writing skills. A significant relationship was found between sociocultural factors, reading metacognition, and summary writing skills. We propose that it is essential to consider how a student’s background, experiences, and school curriculum determine how these indicators present themselves in each student and affect their academic language performance.
endingpage:
159
identifier.citation:
Chan, C. M. G., & Aryadoust, V. (2023). Learners’ reading metacognition and summary writing skills nested in psychological and sociocultural factors. Reading in a Foreign Language, 35(2), 138-159. https://hdl.handle.net/10125/67445
identifier.issn:
1539-0578
identifier.uri:
https://hdl.handle.net/10125/67445
number:
2
publicationname:
Reading in a Foreign Language
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
site_url:
/rfl/item/579
startingpage:
138
subject:
reading metacognition summary writing skills academic language performance student background and experience confirmatory factor analysis structural equation modeling
title:
Learners’ Reading Metacognition and Summary Writing Skills Nested in Psychological and Sociocultural Factors
type:
Article
type.dcmi:
Text
volume:
35