Language learning environments and reading achievement among students in China: evidence from PISA 2018 data-Reference-Cited by-同舟云学术

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Language learning environments and reading achievement among students in China: evidence from PISA 2018 data

Published:2022-01-23 Issue:1 Volume:26 Page:31-50
ISSN:1387-1579
Container-title:Learning Environments Research
language:en
Short-container-title:Learning Environ Res

Author:

Khine Myint Swe,Fraser Barry J.,Afari Ernest,Liu Yang

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Communication,Education

Link

https://link.springer.com/content/pdf/10.1007/s10984-021-09404-8.pdf

Reference67 articles.

1. Afari, E., Aldridge, J. M., Fraser, B. J., & Khine, M. S. (2013). Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms. Learning Environments Research, 16(1), 131–150.

2. Altun, A., & Kalkan, Ö. K. (2021). Cross-national study on students and school factors affecting science literacy. Educational Studies, 47(4), 403–421.

3. Alzubaidi, E., Aldridge, J. M., & Khine, M. S. (2016). Learning English as a second language at the university level in Jordan: Motivation, self-regulation and learning environment perceptions. Learning Environments Research, 19(1), 133–152.

4. Agustiani, I. W. D. (2017). The correlation between students’ reading attitude and their reading comprehension achievement. English Community Journal, 1(2), 75–85.

5. Asparouhov, T., & Muthen, B. O. (2010). Multiple imputation with Mplus (Version 2) (Technical appendices). Muthen & Muthen.

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