An SEM Model Based on PISA 2009 in Turkey: How Does the Use of Technology and Self-regulation Activities Predict Reading Scores?

被引：6

作者：

Bulut, Okan ^{[1
]}

Delen, Erhan ^{[2
]}

Kaya, Fatih ^{[2
]}

机构：

[1] Univ Minnesota, Minneapolis, MN 55455 USA

[2] Texas A&M Univ, College Stn, TX 77843 USA

来源：

12TH INTERNATIONAL EDUCATIONAL TECHNOLOGY CONFERENCE - IETC 2012 | 2012年 / 64卷

关键词：

PISA; Technology; Self-Regulation; Structural Equation Modeling; STRATEGIES; INSTRUCTION;

D O I：

10.1016/j.sbspro.2012.11.066

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

This study focused on the relationship between the use of technology for reading, students' attitude towards reading, and self-regulation to predict reading scores in PISA 2009. The sample of this study included 15 year-old students from Turkey (N=4996). Structural equation modeling (SEM) was used to create latent variables for technology for reading, attitude towards reading, and self-regulation; and to estimate the path coefficients between these latent variables and reading scores. Results showed that technology usage for reading and attitude towards reading were significantly related to reading scores. Self-regulation had indirect effects on reading scores through attitude towards reading and technology usage for reading. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of The Association Science Education and Technology.

引用

页码：564 / 573

页数：10

共 24 条

[1] TRAINING IN SELF-EXPLANATION AND SELF-REGULATION STRATEGIES - INVESTIGATING THE EFFECTS OF KNOWLEDGE ACQUISITION ACTIVITIES ON PROBLEM-SOLVING [J].