The Cross-Lagged Relationship Between Cognitive, Metacognitive Learning Strategies and Reading Achievement in Primary School

• In Event: Educational Interventions

Abstract

Using two waves of data in Grade four and Grade six with Chinese primary students, the study examined the cross-lagged relations between students’ cognitive, metacognitive strategies and reading achievement. Results showed the reciprocal relations between memorization and elaboration strategies. Both the two predicted subsequent metacognitive control strategies but vice versa. Furthermore, students’ prior reading achievement predicted all the three strategies used later, while only memorization strategies positively influenced subsequent reading achievement. For gender differences, females showed consistent advantages in reading achievement. However, the unidirectional influences of reading achievement on the use of learning strategies were stronger for males. The longitudinal relations of cognitive, metacognitive strategies and achievement, as well as gender differences in reading were discussed.

Authors

• Kexin Qin, Beijing Normal University
  Presenting Author

• Ji Zhou
  Non-Presenting Author

• Wang Yehui, Beijing Normal University
  Non-Presenting Author