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Explaining student and home variance of Chinese reading achievement of the PIRLS 2011 Hong Kong

机译：解释汉语阅读成就的学生及家庭差异2011香港

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Abstract > Hong Kong attained the top place in the Progress in International Reading Literacy Study (PIRLS) 2011, an international study of reading achievement, which arouses keen interest in understanding the reasons behind this remarkable achievement. Although factors associated with reading achievement in English have been widely studied, similar studies using Chinese as a different language system are limited. The present study proposes and tests a hypothetical model that attempts to explain the variance of reading achievement of Hong Kong pupils in the PIRLS 2011 study, focusing on parental and student factors. Data of 3,875 fourth graders from 132 primary schools and their parents or caregivers ( n = 3,682) are involved in the analysis. Structural equation modeling supports the hypothesized model as tenable explaining 34% of the variance of reading achievement. Parental background acts as the fundamental factor that exerts an indirect effect on reading motivation, reading self‐efficacy, and reading achievement of students via books at home and early reading abilities. Reading motivation and reading self‐efficacy are found to be significant in influencing reading achievement. Implications for educational practices and future research are discussed. </abstract> </span> <span class="z_kbtn z_kbtnclass hoverxs" style="display: none;">展开▼</span> </div> <div class="translation abstracttxt"> <span class="zhankaihshouqi fivelineshidden" id="abstract"> <span>机译：</span><Abstract XMLNS =“http://www.wiley.com/namespaces/wiley”type =“main”xml：lang =“en”> <标题类型=“main”>抽象</ title> > 香港在2011年国际阅读扫盲研究进展中获得了最重要的，这是一项国际阅读成就的国际研究，这引起了对理解这一显着成就背后的原因感兴趣。虽然与英语阅读成就相关的因素已被广泛研究，但使用中文作为不同语言系统的类似研究是有限的。本研究提出并测试了一个假设模型，该模型试图解释香港学生在Pirls 2011年学习中的阅读成就的变化，重点是父母和学生因素。来自132名小学及其父母或护理人员的3,875分级学生的数据（ n </ i> = 3,682）参与分析。结构方程建模支持假设模型，以解释读取成果的差异的34％。父母背景充当对阅读动机，阅读自我效力和学生阅读学生的间接影响的基本因素，通过家庭和早期阅读能力。读取动机和阅读自我疗效在影响读取成果方面是显着的。讨论了对教育习俗和未来研究的影响。 </ p> </摘要> </span> <span class="z_kbtn z_kbtnclass hoverxs" style="display: none;">展开▼</span> </div> </div> <div class="record"> <h2 class="all_title" id="enpatent33" >著录项</h2> <ul> <li> <span class="lefttit">来源</span> <div style="width: 86%;vertical-align: text-top;display: inline-block;"> <a href='/journal-foreign-30136/'>《Psychology in the schools》</a> <b style="margin: 0 2px;">|</b><span>2017年第9期</span><b style="margin: 0 2px;">|</b><span>共16页</span> </div> </li> <li> <div class="author"> <span class="lefttit">作者</span> <p id="fAuthorthree" class="threelineshidden zhankaihshouqi"> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Cheung Wai Ming&option=202" target="_blank" rel="nofollow">Cheung Wai Ming;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Lam Joseph W. I.&option=202" target="_blank" rel="nofollow">Lam Joseph W. I.;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Au Doreen W. H.&option=202" target="_blank" rel="nofollow">Au Doreen W. H.;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=So Wendy W. Y.&option=202" target="_blank" rel="nofollow">So Wendy W. Y.;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Huang Yanli&option=202" target="_blank" rel="nofollow">Huang Yanli;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Tsang Hector W. H.&option=202" target="_blank" rel="nofollow">Tsang Hector W. H.;</a> </p> <span class="z_kbtnclass z_kbtnclassall hoverxs" id="zkzz" style="display: none;">展开▼</span> </div> </li> <li> <div style="display: flex;"> <span class="lefttit">作者单位</span> <div style="position: relative;margin-left: 3px;max-width: 639px;"> <div class="threelineshidden zhankaihshouqi" id="fOrgthree"> <p>The University of Hong Kong;</p> <p>The University of Hong Kong;</p> <p>The Chinese University of Hong Kong;</p> <p>The Hong Kong Polytechnic University;</p> <p>The University of Hong Kong;</p> <p>The Hong Kong Polytechnic University;</p> </div> <span class="z_kbtnclass z_kbtnclassall hoverxs" id="zhdw" style="display: none;">展开▼</span> </div> </div> </li> <li > <span class="lefttit">收录信息</span> <span style="width: 86%;vertical-align: text-top;display: inline-block;"></span> </li> <li> <span class="lefttit">原文格式</span> <span>PDF</span> </li> <li> <span class="lefttit">正文语种</span> <span>eng</span> </li> <li> <span class="lefttit">中图分类</span> <span><a href="https://www.zhangqiaokeyan.com/clc/699.html" title="教育心理学">教育心理学;</a></span> </li> <li class="antistop"> <span class="lefttit">关键词</span> <p style="width: 86%;vertical-align: text-top;"> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Chinese reading&option=203" rel="nofollow">Chinese reading;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=home factor&option=203" rel="nofollow">home factor;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=PIRLS&option=203" rel="nofollow">PIRLS;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=reading achievements&option=203" rel="nofollow">reading achievements;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=structural equation modeling&option=203" rel="nofollow">structural equation modeling;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=student factor&option=203" rel="nofollow">student factor;</a> </p> <div class="translation"> 机译：中国阅读;家庭因素;皮肤;阅读成就;结构方程模型;学生因素; </div> </li> <li> <span class="lefttit">入库时间</span> <span>2022-08-20 06:49:28</span> </li> </ul> </div> </div> <div class="literature cardcommon"> <div class="similarity "> <h3 class="all_title" id="enpatent66">相似文献</h3> <div class="similaritytab clearfix"> <ul> <li class="active" >外文文献</li> <li >中文文献</li> <li >专利</li> </ul> </div> <div class="similarity_details"> <ul > <li> <div> <b>1. </b><a class="enjiyixqcontent" href="/journal-foreign-detail/0704024675465.html">Explaining student and home variance of Chinese reading achievement of the PIRLS 2011 Hong Kong</a> <b>[J]</b> . <span> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Cheung Wai Ming&option=202" target="_blank" rel="nofollow" class="tuijian_auth tuijian_authcolor">Cheung Wai Ming,</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Lam Joseph W. 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