The Influence of Metacognitive Strategies in Reading on Students' Digital Reading Literacy in China: A Latent Profile Analysis Based on PISA 2018

It is of certain value and significance to study the influence of metacognitive strategies in reading on students' digital reading literacy. Using the PISA 2018 test data of four provinces and cities in China, this study uses latent profile analysis to explore the mastery types of metacognitive strategies in reading of students in four provinces and cities in China, and conducts research on the influence of different mastery types on students' digital reading literacy. The results showed that: 1) Students' mastery of metacognitive strategies in reading could be divided into three categories: proficient (36.9%), unbalanced (40.2%) and unfamiliar (22.9%); 2) Proficient type students scored higher on the three metacognitive strategies in reading than the other two types of students, and the three indicators were higher than the OECD average, especially the score of summarizing strategies; The scores of the students with unbalanced mastery in the three metacognitive strategies in reading were between those with proficient mastery and those with unfamiliar mastery, but the information summary strategy dimension was lower than the OECD average; Unfamiliar type students scored lower than the other two types on three metacognitive strategies in reading, and lower than the OECD average on three indicators, with the summarizing strategies scoring the lowest. 3) Students' digital reading literacy and its five sub-dimensions (score of locating information ability, score of understanding ability, score of evaluation and reflection ability, score of single text and score of multiple texts) have significant differences among students who have mastered the three types of metacognitive strategies in reading, and the scores of proficient type students in all dimensions are significantly higher than those of unbalanced type students and unfamiliar type students.