| Status | 已發表Published |
| Metacognitive strategies as mediators in the explanation of gender difference in digital reading performance – The case of Hong Kong | |
Cheung, K. C. ; Sit, P. S. ; Mak, S.K.
| |
| 2013-07-01 | |
| Source Publication | 20th International Conference on Learning
 |
| Publication Place | Rhodes |
| Publisher | 20th International Conference on Learning |
| Abstract | Information, communication and technology (ICT) was widely used at the turn of the new millennium. Capitalizing on advances in ICT, there was a gradual shift of emphasis from print to digital reading in the school curriculum. In 2009, Hong Kong students participated in OECD’s Programme for International Student Assessment (PISA) digital reading assessment (OECD, 2010a, 2010b, 2010c, 2011). The PISA results are informative to evaluate the implementation of ICT-related educational policies on digital reading literacy attainment. Through the use of commonality analyses, metacognitive awareness of reading strategies and ICT use at home for schoolwork not only have unique but also joint contribution explaining the digital reading variance of the students. Specifically, the joint contribution suggests that students may have used metacognitive reading strategies for schoolwork during their ICT use at home and this form of home reading engagement has positive effect on digital reading performance. Through the use of mediation analyses, metacognitive awareness of reading strategies and ICT use at home for schoolwork, individually and jointly, mediate fully the effect of gender on digital reading literacy performance. In this regard, why Hong Kong females outperform males in digital reading can be accounted for completely in terms of two mechanisms occurring in tandem during digital reading. The first pertains to female’s more frequent use of ICT at home for schoolwork, and the second concerns with female’s greater metacognitive awareness of the usefulness of reading strategies than that of the males. Based on the findings of this study, implications are made to curriculum designers to develop gender-inclusive digital reading instruction programs and intervention studies. |
| Keyword | digital reading metacognitive awareness gender difference ICT |
| Language | 英語English |
| The Source to Article | PB_Publication |
| PUB ID | 9794 |
| Document Type | Conference paper |
| Collection | Faculty of Education |
| Corresponding Author | Cheung, K. C. |
| Recommended Citation GB/T 7714 | Cheung, K. C.,Sit, P. S.,Mak, S.K.. Metacognitive strategies as mediators in the explanation of gender difference in digital reading performance – The case of Hong Kong[C], Rhodes:20th International Conference on Learning, 2013. |
| APA | Cheung, K. C.., Sit, P. S.., & Mak, S.K. (2013). Metacognitive strategies as mediators in the explanation of gender difference in digital reading performance – The case of Hong Kong. 20th International Conference on Learning. |
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