Direct and Indirect Effects of Learning Strategies and Reading Enjoyment on PISA 2009 Reading Performance

TAVŞANCIL E., YILDIRIM Ö., BİLİCAN DEMİR S.

EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, vol.2019, no.82, pp.169-190, 2019 (ESCI, Scopus, TRDizin) identifier identifier

  • Publication Type: Article / Article
  • Volume: 2019 Issue: 82
  • Publication Date: 2019
  • Doi Number: 10.14689/ejer.2019.82.9
  • Journal Name: EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.169-190
  • Keywords: Reading performance, learning strategies, reading enjoyment, direct-indirect effect, Hierarchical linear modeling (HLM), STUDENTS, COMPREHENSION, MATHEMATICS, SCIENCE
  • Ankara University Affiliated: Yes

Abstract

Purpose: The aim of the study was to investigate the extent students' learning strategies and reading enjoyment variables predicted PISA 2009 reading achievement, and to examine whether reading enjoyment had a mediator effect in the relationship between reading achievement and learning strategies.