The Effects Of Self-Regulated Learning Factors On Adolescents’ Digital Reading Achievement: A Multilevel Analysis

The mastery of digital reading skills is essential in the increasingly digitalized world.The post-COVID-19 era has witnessed the growing importance of selfregulating learning(SRL)abilities.Investigation of the effects of SRL factors on adolescents’ digital reading achievement could enrich the SRL theories,lay the theoretical foundation for improving students’ reading motivation,metacognition,and language learning environment,and provide pedagogical implications for the improvement of students’ digital reading achievement.However,the existing studies on the relationship between SRL factors and digital reading achievement are limited in amount,theoretical underpinning,and research scope.Therefore,this thesis aims to propose a three-dimensional SRL model directed at digital reading achievement,examine the plausibility of the SRL digital reading model by conducting statistical analyses,and investigate the specific effects of each SRL motivational,metacognitive,and environmental constructs on adolescents’ digital reading achievement.To achieve the research aims,a secondary analysis of the Programme for International Student Assessment(PISA)2018 database is conducted.Specifically,three-level hierarchical linear models(HLMs)were constructed stepwise to identify significant SRL factors,incorporating the three proposed aspects of SRL constructs and encompassing 193,266 15-year-old students from 29 OECD countries/regions.Then the necessity of multilevel modeling was confirmed,the model coefficients were produced,and the model fit and effect size were examined.The major findings include 1)the statistical models fit the hypothesized SRL digital reading model well,which empirically supported the extension of SRL theories from print reading to digital reading situations,and the high effect size indicated the pivotal roles of SRL-related motivation,metacognition,and environment in the development of adolescents’ digital reading achievement;2)the effects of reading enjoyment and perceived reading competence were positive,whereas those of the perceived difficulty of reading and the PISA assessment were negative;3)the metacognition of understanding and remembering,summarizing,and assessing credibility were all significantly and positively correlated with digital reading achievement;4)disciplinary climate,engagement stimulation,adaptative instruction,teachers’ support and teachers’ interest perceived by students had positive effects,but teacher-directed instruction and perceived feedback imposed negative effects on digital reading achievement.The relatively comprehensive SRL digital reading model proposed in this thesis may serve as both an extension of previous SRL theories and a starting point for future empirical exploration.Based on the specific effects of the SRL factors,pedagogical implications were provided to help construct autonomy-supportive classes and improve digital reading achievement.