Construction and validation of a Chinese SRL-based reading instruction questionnaire

Construction and validation of a Chinese SRL-based reading instruction questionnaire

• Lau, Kit Ling Dept. of Curriculum and Instruction, Chinese University of Hong Kong

Educational Research & Evaluation, 18(5), 489-509, 2012

Routledge

2012

• G 課程與教學:個別教學範疇
  • GA 中文
    • GAD 閱讀理解之教學方法效果、字彙及詞彙教學
• C 教學心理學
  • CB 學習心理
• C 教學心理學
  • CC 學習動機
• F 教與學
  • FA 一般教學方法、各種施教方法
• F 教與學
  • FC 批判思考、學習技巧、時間

Reading Strategies Reading Motivation Secondary Education Reading Teaching Pupil Attitudes Secondary School Pupils Chinese Studies Independent Study Attitude Measures Reading Attitudes

• Hong Kong

• 1997.7 onwards

• 中學教育

The purpose of the study is to construct and validate a Chinese self-regulated learning (SRL)-based reading instruction questionnaire (CSRIQ) and to examine the relationship between Chinese reading instruction and Hong Kong students' reading development from the SRL perspective. A total of 339 Grade 10 students completed the initial CSRIQ in Study 1. Exploratory factor analysis and reliability analyses were used to assess the psychometric quality of the questionnaire, and the original CSRIQ subscales were then revised. Study 2 comprised 1,121 Grade 10 students. The factor structure of the revised CSRIQ was supported by the findings of confirmatory factor analysis. The findings of structural equation modelling indicated significant relations between SRL-based instruction and various reading-related variables. Among the four aspects of instruction, teacher support was the most positive factor facilitating Chinese students' reading development, whereas student autonomy seemed less favourable. Cultural and curricula factors affecting Chinese reading instruction in Hong Kong were discussed.
[Copyright of Educational Research & Evaluation is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13803611.2012.689730]

• 英文

期刊論文

• 13803611

• 10.1080/13803611.2012.689730

https://bibliography.lib.eduhk.hk/tc/bibs/f2d21609

2014-01-18