The structural relations among learning environment, achievement goals and reading achievement in China: Evidence from PISA 2018

ABSTRACT

This study explores structural relations among learning environment, achievement goals and reading achievement in China. The sample contains 12,058 Chinese students from the Programme for International Student Assessment (PISA) 2018 study. Multilevel Structural Equation Modeling (Multilevel SEM) is used for data analysis. The results indicate that competitive learning environment positively predicts reading achievement. Student-centred learning environment positively predicts reading achievement both directly and indirectly. Teacher-directed learning environment negatively predicts reading achievement. Performance goals positively predict reading achievement. To improve student reading achievement in China, school leaders are recommended to create opportunities for teachers to learn how to cultivate student-centred learning environment. Reading teachers in China are recommended to adopt student-centred pedagogy rather than teacher-directed pedagogy in their teaching.

KEYWORDS:

• Competition
• achievement goals
• school climate
• learning environment
• PISA 2018

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Lingqi Meng

Lingqi Meng is a professor in the College of Education at Qufu Normal University, China. He received his PhD from Louisiana State University. His research interests include mathematics education, TIMSS and PISA studies, and cultural studies in comparative education.

Chen Qiu

Chen Qiu is a doctoral student in Faculty of Education at East China Normal University, China. Her research interests include moral education and big data in education.

Xinling Liu

Xinling Liu is a graduate student in the College of Education at Qufu Normal University, China. Her research interests include reading study and big data in education.

Minghui Kong

Minghui Kong is a graduate student in the college of Education at Qufu Normal University, China. Her research interests include metacognition and big data in education.