Abstract
Chinese students’ reading performance in the Programme for International Student Assessment (PISA) has attracted worldwide attention. Using 2018 PISA data from Beijing-Shanghai-Jiangsu-Zhejiang, Hong Kong, and Chinese Taipei (n = 25,338), we explored whether the relationship between reading instruction, engagement, and performance differs across the three Chinese regions. Results revealed that disciplinary climate, teacher support, and cognitive engagement had a significant positive relationship, while teacher-directed instruction and student-perceived reading difficulty had a significant negative relationship with reading performance in all three regions. Distinct patterns were identified in the relationships between student-perceived teacher stimulation, teacher feedback, self-concepts of reading competence and reading performance across the three regions. The findings highlight the importance of considering intra-cultural diversity when studying Chinese educational practices.
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