The role of attribution beliefs, motivation and strategy use in Chinese fifth-graders’ reading comprehension

Conclusions: These findings suggest that the Chinese children who considered intelligence and ability as controllable were more likely to be intrinsically motivated to learn to read and to use various reading strategies to tackle problems when constructing meaning from text, resulting in a better understanding of text. However, as all the participants in the present study came from one Hong Kong primary school, caution should be exercised in generalising the findings of the present study to all Chinese primary students.

from Educational Research

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