| Chinese students’ reading performance in large-scale assessments has attracted worldwide attention in recent years.Prior research has demonstrated that engagement was conducive to metacognition and reading achievement and closely related to engagement-stimulating instruction(STIMREAD).However,few studies investigated the relationships among STIMREAD,metacognition in understanding and remembering(UNDREM),and reading performance.This study examined these three variables based on Programme for International Student Assessment(PISA)2018 data,with 11,720 15-year-old students from Beijing,Shanghai,Jiangsu,and Zhejiang(B–S–J–Z)participating in reading assessment and student questionnaire.Besides,eight Chinese teachers of different ages who taught 15-year-olds accepted interviews for the sake of further explanation.Through linear regression and path analysis,the results showed that UNDREM played a mediating role between STIMREAD and reading performance.Both STIMREAD and UNDREM facilitated students’ reading performance,with UNDREM excelling STIMREAD(p<.05).STIMREAD had little effect on UNDREM(p<.05).Four specific types of STIMREAD,such as encouragement of speech,instruction in relation between text to real life,instruction in connection between text information and prior knowledge,and motivation to students’ participation through questions all produced the varying degree indirect effects on reading achievement through UNDREM positively(p<.05).It was found that encouragement of speech,which highlighted emotional engagement,had the most significant impact on not only reading performance(p<.01)but also UNDREM(p<.05).The influences of UNDREM on reading were superior to those of the four teaching methods.The findings indicated that teachers’ STIMREAD and students’ UNDREM were crucial to reading performance.The development of students’ metacognitive strategies and emotional engagement should be given greater consideration during the reading process. |
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