Language Learning Environments and Reading Achievement among Students in China: Evidence from PISA 2018 Data

Autor/inn/en	Khine, Myint Swe; Fraser, Barry J.; Afari, Ernest; Liu, Yang
Titel	Language Learning Environments and Reading Achievement among Students in China: Evidence from PISA 2018 Data
Quelle	In: Learning Environments Research, 26 (2023) 1, S.31-50 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-021-09404-8
Schlagwörter	Educational Environment; Discipline; Teacher Student Relationship; Feedback (Response); Outcomes of Education; Literature Appreciation; Reading Achievement; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; China; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Disziplin; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernleistung; Schulerfolg; Literarische Wertung; Leseleistung; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler
Abstract	In this study, we examined relationships between learning environment characteristics (disciplinary climate, teacher support, and teacher feedback) and student outcomes (enjoyment of reading, and reading achievement) among 12,058 students from China who took part in the 2018 Programme for International Student Assessment. The results of structural equation modeling analyses revealed that teacher feedback and enjoyment of reading each had a statistically significant association with reading achievement. Additionally, enjoyment of reading mediated the association between teacher feedback and reading achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01