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Language learning environments and reading achievement among students in China: evidence from PISA 2018 data

by Afari, Ernest , Liu, Yang , Khine, Myint Swe , Fraser, Barry J

in Academic Achievement / Achievement tests / Active Learning / Aptitude Tests / Classrooms / Comparative Analysis / Compulsory Education / Database Management Systems / Educational Assessment / Educational Environment / Educational Facilities Improvement / Educational Practices / Elementary Education / Feedback / Foreign Students / Functional Literacy / Independent Study / International Assessment / Language of Instruction / Learning / Learning Activities / Literature Appreciation / Mathematics Achievement / Mathematics Education / Native Language / Oral Reading / Outcomes of Education / Reading comprehension / School environment / Science Curriculum / Structural equation modeling

2023

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Language learning environments and reading achievement among students in China: evidence from PISA 2018 data

by Afari, Ernest , Liu, Yang , Khine, Myint Swe , Fraser, Barry J

2023

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Language learning environments and reading achievement among students in China: evidence from PISA 2018 data

by Afari, Ernest , Liu, Yang , Khine, Myint Swe , Fraser, Barry J

2023

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Journal Article

Language learning environments and reading achievement among students in China: evidence from PISA 2018 data

Afari, Ernest,

Liu, Yang,

Khine, Myint Swe,

Fraser, Barry J

2023

Overview

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.

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Publisher

Springer Nature B.V

Subject

/ Comparative Analysis

/ Compulsory Education