Feeling Bad and Doing Bad: Student Confidence in Reading in Rural China

Autor/inn/en	Gao, Qiufeng; Wang, Huan; Chang, Fang; An, Qi; Yi, Hongmei; Kenny, Kaleigh; Shi, Yaojiang
Titel	Feeling Bad and Doing Bad: Student Confidence in Reading in Rural China
Quelle	In: Compare: A Journal of Comparative and International Education, 52 (2022) 2, S.269-288 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2020.1759027
Schlagwörter	Self Esteem; Foreign Countries; Correlation; Rural Areas; Elementary School Students; Reading Achievement; Teaching Methods; Instructional Materials; Achievement Tests; Reading Tests; International Assessment; Grade 4; Test Items; Institutional Characteristics; Teacher Characteristics; Cross Cultural Studies; Measures (Individuals); Student Attitudes; China; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Ausland; Korrelation; Rural area; Ländlicher Raum; Leseleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; School year 04; 4. Schuljahr; Schuljahr 04; Test content; Testaufgabe; Cultural comparison; Kulturvergleich; Messdaten; Schülerverhalten
Abstract	This article reports on research conducted to investigate student confidence in reading by collecting data from 135 primary schools in rural China. In the survey, we adopted the PIRLS scales of confidence in reading and reading skills test items. Our analysis shows that compared to the other countries and regions, rural China ranks last with regard to student confidence in reading and reading achievement. The correlation analysis reveals that in rural China there is a strong correlation between student confidence in reading and reading achievement. Additionally, school and teacher factors are associated with student confidence in reading. Specifically, having an accessible classroom library is associated with higher reading confidence, especially among the poor readers. Teacher instruction in reading correlates with higher confidence in readers for high achievers. Our findings indicate that the government should develop effective policies to improve student confidence in reading and reading skills in rural China. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01