Enjoyment and Metacognition of Reading Mediate the Linkage between Perceived Teacher Support and Chinese Students’ Reading Achievement: Insight from a Reanalysis of PISA 2018 Using Multilevel Structural Equation Modeling

  • Chenlian ZHANG

    Student thesis: Doctoral Thesis

    Abstract

    Please refer to the "Abstract & TOC" file on the right side
    Date of Award28 Jun 2024
    Original languageEnglish
    SupervisorYiu Kei TSANG (Supervisor)

    User-Defined Keywords

    • reading achievement
    • reading enjoyment
    • metacognition
    • perceived teacher support

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    Documents

    • Full Text

      File: application/pdf, 2.36 MB

      Type: Thesis

    • Abstract & TOC

      File: application/pdf, 78.7 KB

      Type: Supplementary materials

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