The effects of achievement goals and perceived reading instruction on Chinese student reading performance: Evidence from PISA 2018.
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| Title: | The effects of achievement goals and perceived reading instruction on Chinese student reading performance: Evidence from PISA 2018. |
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| Authors: | Qian, Quan, Lau, Kit‐ling |
| Source: | Journal of Research in Reading. Feb2022, Vol. 45 Issue 1, p137-156. 20p. |
| Subjects: | Individualized reading instruction, Chinese students, Academic achievement, Programme for International Student Assessment, Teaching methods |
| Abstract: | Background: Research has shown that achievement goals and reading instruction play important roles in students' reading performance. However, little is known about the specific effects of different types of achievement goals and reading instructional practices on reading performance in mainland China. Methods: This study used Programme of International Student Assessment (PISA) 2018 data to examine the effects of Chinese students' achievement goals and perceived reading instruction on reading performance. Four districts in mainland China, Beijing, Shanghai, Jiangsu, and Zhejiang (B–S–J–Z), participated in PISA 2018. A profile of B–S–J–Z students' achievement goals and perceived reading instruction compared with those in other East Asian societies is presented. The relative contributions of different achievement goals, instructional practices at the student and school levels, and their interactive effects on reading performance are then examined by using hierarchical linear modelling. Results: The results show that performance and avoidance goals are important for B–S–J–Z students' reading performance when classroom and school teaching environments are considered. The disciplinary climate, adaptative instruction and teachers' stimulation are positively related to reading performance at both the student and school levels. Some cross‐level interactions between personal achievement goals and school reading instruction are found. Conclusions: The findings suggest that achievement goals and reading instructional practices at both the student and school levels contribute to Chinese students' reading performance. The relationships between school reading instruction practices and students' reading performance vary for different achievement goals. Highlights: What is already known about this TopicAchievement goals affect student reading performance.Mastery‐oriented reading instructional practices impact students' goal adoption and reading performance.Few studies have investigated the interactions between achievement goals and instructional practices in the reading domain on a large and systematic scale.Achievement goals and reading instruction in East Asian societies are influenced by Confucian culture. What this paper addsCompared with students from other East Asian societies, B–S–J–Z students had a higher degree of mastery and performance goals and held positive perceptions about reading instruction.Performance and avoidance goals showed positive effects on students' reading performance.The disciplinary climate, adaptive instruction and teachers' stimulation had significant positive effects on reading performance at both the student and school levels; teacher support only showed a positive effect at the student level.There are cross‐interaction effects between achievement goals at the student level and reading instructional practices at the school level. Implications for theory, policy or practiceThe similarities and differences between the findings in this study and previous studies conducted in Western countries suggest the importance of examining the complexity of achievement goals in different cultural settings.Effective reading instructional practices and adaptive achievement goals can increase students' reading performance.Having positive achievement goals seems especially important for facilitating students' reading performance in schools that demonstrate a low degree of effective instructional practices. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Background: Research has shown that achievement goals and reading instruction play important roles in students' reading performance. However, little is known about the specific effects of different types of achievement goals and reading instructional practices on reading performance in mainland China. Methods: This study used Programme of International Student Assessment (PISA) 2018 data to examine the effects of Chinese students' achievement goals and perceived reading instruction on reading performance. Four districts in mainland China, Beijing, Shanghai, Jiangsu, and Zhejiang (B–S–J–Z), participated in PISA 2018. A profile of B–S–J–Z students' achievement goals and perceived reading instruction compared with those in other East Asian societies is presented. The relative contributions of different achievement goals, instructional practices at the student and school levels, and their interactive effects on reading performance are then examined by using hierarchical linear modelling. Results: The results show that performance and avoidance goals are important for B–S–J–Z students' reading performance when classroom and school teaching environments are considered. The disciplinary climate, adaptative instruction and teachers' stimulation are positively related to reading performance at both the student and school levels. Some cross‐level interactions between personal achievement goals and school reading instruction are found. Conclusions: The findings suggest that achievement goals and reading instructional practices at both the student and school levels contribute to Chinese students' reading performance. The relationships between school reading instruction practices and students' reading performance vary for different achievement goals. Highlights: What is already known about this TopicAchievement goals affect student reading performance.Mastery‐oriented reading instructional practices impact students' goal adoption and reading performance.Few studies have investigated the interactions between achievement goals and instructional practices in the reading domain on a large and systematic scale.Achievement goals and reading instruction in East Asian societies are influenced by Confucian culture. What this paper addsCompared with students from other East Asian societies, B–S–J–Z students had a higher degree of mastery and performance goals and held positive perceptions about reading instruction.Performance and avoidance goals showed positive effects on students' reading performance.The disciplinary climate, adaptive instruction and teachers' stimulation had significant positive effects on reading performance at both the student and school levels; teacher support only showed a positive effect at the student level.There are cross‐interaction effects between achievement goals at the student level and reading instructional practices at the school level. Implications for theory, policy or practiceThe similarities and differences between the findings in this study and previous studies conducted in Western countries suggest the importance of examining the complexity of achievement goals in different cultural settings.Effective reading instructional practices and adaptive achievement goals can increase students' reading performance.Having positive achievement goals seems especially important for facilitating students' reading performance in schools that demonstrate a low degree of effective instructional practices. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01410423 |
| DOI: | 10.1111/1467-9817.12388 |
