The impact of reading metacognitive strategies on mathematics learning efficiency and performance: An analysis using PISA 2018 data in China.
Acta Psychol (Amst)
; 246: 104247, 2024 Jun.
Article
in En
| MEDLINE
| ID: mdl-38608361
ABSTRACT
The current study employed latent profile analysis to examine the application patterns of students' reading metacognitive strategies using PISA 2018 data in China. Subsequently, it explored the differences in students' mathematics learning efficiency and performance. The results revealed that (1) Six types of reading metacognitive strategies application patterns were identified "Novice - indifferent," "Veteran - average," "Novice - low evaluating," "Veteran - skilled," "Novice - mixed," and "Novice - arbitrary." (2) The primary factors that affect the classification of reading metacognitive strategies application patterns were gender, and family economic, social, and cultural statuses (ESCS). (3) Mathematics learning time could positively predict performance overall, but the mathematics learning time of "Veteran - skilled" and "Novice - mixed" students had no significant correlation with their mathematics performance. The findings suggests that educators should not blindly increase students' mathematics learning time but instead provide appropriate guidance based on their mastery patterns of reading metacognitive strategies to enhance mathematics learning efficiency and performance.
Key words
Full text:
1
Collection:
01-internacional
Database:
MEDLINE
Main subject:
Reading
/
Students
/
Metacognition
/
Learning
/
Mathematics
Limits:
Adolescent
/
Female
/
Humans
/
Male
Country/Region as subject:
Asia
Language:
En
Journal:
Acta Psychol (Amst)
Year:
2024
Document type:
Article
Affiliation country: