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Abstract
Many empirical studies have been conducted to investigate self-regulated learning (SRL) in the Western countries. Less well investigated is the SRL in the Chinese Mainland students and how it affects their academic achievement. On the basis of PISA 2009, this paper is aimed at exploring the SRL of 15-year-old Shanghai students, as measured by cognitive strategy (elaboration and memorization), metacognition (metacognition in understanding and remembering, metacognition in summarizing, and control strategy), and motivational belief (enjoyment of reading). In the aspect of SRL nature, the results reveal that 15-year-old students in Shanghai use elaboration strategy frequently and seldom use memorization strategy, and that they have high metacognition in understanding, remembering, and summarizing but have low control strategy, and that their enjoyment of reading is relatively high. In the aspect of SRL’s consequence for reading literacy, findings from multilevel linear regression corroborate previous evidence from the Western countries about the effect of SRL on academic achievement. Specifically, elaboration strategy, metacognition in understanding and remembering, metacognition in summarizing, control strategy, and enjoyment of reading are conducive to students’ reading literacy, while memorization strategy exerts a significantly negative effect on reading literacy. The findings could be useful in helping us to gain a better understanding of Shanghai students’ SRL.
Highlights
Self-regulated learning (SRL) in education has received increasing attention over the last three decades
Regarding the means of other metacognition subscales, cognitive strategies, and enjoyment of reading, Shanghai 15-year-old students are not as expected; they are well aware of effective strategies, use elaboration strategy frequently, while seldom using memorization strategy, as well as they enjoy reading
In Model 2, an increase in one unit on control strategy was associated with a reading literacy of 11.014 points, an increase in one unit on metacognition in summarizing was associated with a reading literacy of 13.634 points, and an increase in one unit on metacognition in understanding and remembering was associated with a reading literacy of 11.288 points
Summary
Self-regulated learning (SRL) in education has received increasing attention over the last three decades. This growing interest can be explained from two different perspectives. SRL is viewed as a means to foster and develop “critical thinkers.” In this line of thinking, researchers from diverse theoretical backgrounds have investigated students’ self-initiated efforts to learn and selfinstruction as instances of SRL since the mid-1980s (Zimmerman and Kitsantas, 2014). SRL refers to a self-directive learning process where learners actively employ metacognitive, motivational, and behavioral strategies (Zimmerman, 1986). These strategies are invoked during different phases
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