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題名:臺灣學生後設認知與閱讀素養的關聯:PISA 2009與PISA 2018資料的比較
書刊名:測驗學刊
作者:陳佳欣林素微 引用關係
作者(外文):Chen, Chia-hsinLin, Su-wei
出版日期:2023
卷期:70:3
頁次:頁193-220
主題關鍵詞:性別社經地位後設認知階層線性模式閱讀素養ESCSGenderHierarchical linear modelingMetacognitionReading literacy
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:126
  • 點閱點閱:7
期刊論文
1.孫劍秋、林孟君(20130900)。從臺灣中學生PISA閱讀素養的表現談精進學生閱讀素養的教學策略。中等教育,64(3),35-51。new window  延伸查詢new window
2.Jacobs, J. E.、Paris, Scott G.(1987)。Children's Metacognition about Reading: Issues in Definition, Measurement, and Instruction。Educational Psychologist,22(3/4),255-278。  new window
3.Cohen, M.(1998)。Determining sample sizes for surveys with data analyzed by hierarchical linear models。Journal of Official Statistics,14(3),267-275。  new window
4.張貴琳(20141200)。青少年線上閱讀素養表現之關聯變項探討。市北教育學刊,45,29-68。new window  延伸查詢new window
5.陳順利、黃毅志(20150600)。解除Coleman等人報告書的魔咒:學校中的班級因素對學業成績之影響。教育科學研究期刊,60(2),111-138。new window  延伸查詢new window
6.Mokhtari, K.、Sheorey, R.(2002)。Measuring ESL students' awareness of reading strategies。Journal of Developmental Education,25(3),2-10。  new window
7.De Jager, Bernadet、Jansen, Margo、Reezigt, Gerry(2005)。The Development of Metacognition in Primary School Learning Environments。School Effectiveness and School Improvement,16(2),179-196。  new window
8.陸怡琮(20110900)。摘要策略教學對提升國小五年級學童摘要能力與閱讀理解的成效。教育科學研究期刊,56(3),91-118。new window  延伸查詢new window
9.黃建皓(20120100)。家庭社經地位與班級經營效能對學生自我效能感之影響:階層線性模式分析。教育經營與管理研究集刊,8,107-130。new window  延伸查詢new window
10.劉潔玲(20150000)。香港學生在歷屆學生能力國際評估計劃的閱讀表現對中文科課程和教學的啟示。教育學報,43(1),59-84。new window  延伸查詢new window
11.Wang, J.、Spencer, K.、Xing, M.(2009)。Metacognitive beliefs and strategies in learning Chinese as a foreign language。System,37(1),46-56。  new window
12.楊文佳、張國祥、薛寶嫦、麥瑞琪(20140700)。閱讀參與、家庭和學業背景對閱讀素養表現之影響:探討學業抗逆生及優勢低表現生的學習特徵。課程與教學,17(3),207-229。new window  延伸查詢new window
13.Wu, J. Y.(2014)。Gender differences in online reading engagement, metacognitive strategies, navigation skills and reading literacy。Journal of Computer Assisted Learning,30(3),252-271。  new window
14.林素秋(20170800)。閱讀理解策略教學成效之行動研究:以國小中年級弱勢低閱讀能力學童為對象。師資培育與教師專業發展期刊,10(2),29-58。new window  延伸查詢new window
15.劉宜芳、柯華葳(20141200)。國小學生「線上閱讀素養測驗」之編製與線上閱讀能力表現之初探。測驗學刊,61(4),509-532。new window  延伸查詢new window
16.張郁雯、柯華葳(20190900)。影響數位閱讀表現的學生與環境因素:PIRLS 2016資料探討。教育心理學報,51(1),161-181。new window  延伸查詢new window
17.Callan, G. L.、Marchant, G. J.、Finch, W. H.、Flegge, L.(2017)。Student and school SES, gender, strategy use, and achievement。Psychology in the Schools,54(9),1106-1122。  new window
18.柯華葳(20200300)。臺灣閱讀策略教學政策與執行。教育科學研究期刊,65(1),93-114。new window  延伸查詢new window
19.林素微(20190900)。中學生閱讀策略使用與數學素養的關聯及其意涵。測驗學刊,66(3),213-248。new window  延伸查詢new window
20.張芳全(20161200)。臺灣國中學校效能之多層次模型分析:以TIMSS 2011為例。彰化師大教育學報,30,59-85。new window  延伸查詢new window
21.唐淑華(20170800)。培養閱讀素養,何必遠求?從設計一本「以學生為主體」的中學課本開始。教科書研究,10(2),1-31。new window  延伸查詢new window
22.陳木金、許瑋珊(20121200)。從PISA閱讀評量的國際比較探討閱讀素養教育的方向。教師天地,181,4-15。  延伸查詢new window
23.Amini, D.、Anhari, M. H.、Ghasemzadeh, A.(2020)。Modeling the relationship between metacognitive strategy awareness, self-regulation and reading proficiency of Iranian EFL learners。Cogent Education,7(1)。  new window
24.Banditvilai, C.(2020)。The Effectiveness of Reading Strategies on Reading Comprehension。International Journal of Social Science and Humanity,10(2),46-50。  new window
25.Costa, P.、Araújo, L.(2018)。Skilled students and effective schools: Reading achievement in Denmark, Sweden, and France。Scandinavian Journal of Educational Research,62(6),850-864。  new window
26.Espinoza, A. M.、Strasser, K.(2020)。Is reading a feminine domain? The role of gender identity and stereotypes in reading motivation in Chile。Soc Psychol Educ,23(4),861-890。  new window
27.Garzón, D. F. M.、Bustos, A. P. H.、Lizarazo, J. O. U.(2020)。Relationship between metacognitive skills, gender, and level of schooling in high school students。Suma Psicológica,27(1),9-17。  new window
28.Haris, M.、Cehic, Irma(2022)。The importance of metacognitive strategies in reading literacy: Results of the PISA testing in Bosnia and Herzegovina。Journal of Cognitive Education and Psychology,21(2),116-124。  new window
29.Koyuncu, I.、Bulus, M.、Firat, T.(2022)。The moderator role of gender and socioeconomic status in the relationship between metacognitive skills and reading scores。Participatory Educational Research,9(3),82-97。  new window
30.Wu, Lin、Valcke, Martin、Van Keer, Hilde(2019)。Factors associated with reading comprehension of secondary school students。Educational Sciences: Theory and Practice,19(4),34-47。  new window
31.Marchant, G. J.、Finch, W. H.(2016)。Student, school, and country: The relationship of SES and inequality to achievement。Journal of Global Research in Education and Social Science,6(4),187-196。  new window
32.Marks, Gary N.(2015)。Are school-SES effects statistical artefacts? Evidence from longitudinal population data。Oxford Review of Education,41(1),122-144。  new window
33.Rastegar, Mina、Kermani, Ehsan Mehrabi、Khabir, Massoud(2017)。The relationship between metacognitive reading strategies use and reading comprehension achievement of EFL learners。Open Journal of Modern Linguistics,7(2),65-74。  new window
34.Chou, Mu-Hsuan(2016)。A task-based language teaching approach to developing metacognitive strategies for listening comprehension。International Journal of Listening,31(1),51-70。  new window
35.Perry, L. B.、Saatcioglu, A.、Mickelson, R. A.(2022)。Does school SES matter less for high-performing students than for their lower-performing peers? A quantile regression analysis of PISA 2018 Australia。Large-Scale Assessments in Education,10(1)。  new window
36.Thomas, G. P.、McRobbie, C. J.(2001)。Using a metaphor for learning to improve students' metacognition in the chemistry classroom。Journal of Research in Science Teaching,38(2),222-259。  new window
37.Kogar, Esin Yilmaz(2021)。An investigation of the mediating role of various variables in the effect of both gender and economic, social and cultural status on reading literacy。International Journal of Progressive Education,17(1),376-391。  new window
38.Zhussupova, R.、Kazbekova, M.(2016)。Metacognitive strategies as points in teaching reading comprehension。Procedia-Social and Behavioral Sciences,228,593-600。  new window
39.洪碧霞、林素微、吳裕益(20111000)。臺灣九年級學生閱讀樂趣與策略對PISA閱讀素養解釋力之探討。課程與教學,14(4),1-23。new window  延伸查詢new window
40.張貴琳、黃秀霜、鄒慧英(20100100)。從國際比較觀點探討臺灣學生PISA 2006閱讀素養表現特徵。課程與教學,13(1),21-45。new window  延伸查詢new window
41.鄒慧英、黃秀霜、陳昌明(20111000)。從PISA 2009建構反應題剖析臺灣學生的閱讀問題。課程與教學,14(4),25-48。new window  延伸查詢new window
42.Flavell, John H.(1979)。Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry。American Psychologist,34(10),906-911。  new window
研究報告
1.Organisation for Economic Co-operation and Development(2020)。PISA 2018 technical report。Organisation for Economic Co-operation and Development。  new window
圖書
1.Organisation for Economic Co-operation and Development(2012)。PISA 2009 technical report。Organisation for Economic Co-operation and Development。  new window
2.OECD(2010)。PISA 2009 Results: Overcoming Social Background--Equity in Learning Opportunities and Outcomes。OECD Publishing。  new window
3.Organisation for Economic Co-operation and Development(2019)。PISA 2018 assessment and analytical framework。OECD publishing。  new window
4.Vandergrift, L.、Goh, C. C. M.(2011)。Teaching and learning second language listening: Metacognition in action。Routledge。  new window
其他
1.教育部(20220729)。新世代雙閱讀:提升國民中小學學生閱讀素養實施計畫,https://www.ccjh.ptc.edu.tw/uploads/1660028935568T4328UZZ.pdf。  延伸查詢new window
圖書論文
1.Brown, A. L.(1978)。Knowing when, where, and how to remember: A problem of metacognition。Advances in instructional psychology。Lawrence Erlbaum Associates。  new window
2.Kolić-Vehovec, Svjetlana、Bajšanski, Igor、Zubković, Barbara Rončević(2010)。Metacognition and reading comprehension: Age and gender differences。Trends and Prospects in Metacognition Research。  new window
3.Flavell, John H.(1976)。Metacognitive Aspects of Problem Solving。The Nature of Intelligence。Lawrence Erlbaum Associates。  new window
 
 
 
 
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