The Role of Attribution Beliefs, Motivation and Strategy Use in Chinese Fifth- Graders’ Reading Comprehension July 23, 2016July 26, 2016 EdDataX Law, Y.-K. (2009). The role of attribution beliefs, motivation and strategy use in Chinese fifth-graders’ reading comprehension. Educational Research, 51(1), 77–95. doi:10.1080/00131880802704764 RelatedAugust 17, 2016 Hong Kong Secondary Students’ Performance in PISA 2012 Problem-solving Competence and Its Pedagogical Implications (In Chinese) Posted in EdData Hong KongAugust 12, 2016 Reflection on the Results of the Program for International Student Assessment (PISA): Chinese Language Curriculum, Teaching, and Hong Kong Students’ Reading Literacy (in Chinese) Posted in EdData Hong KongAugust 12, 2016 Implications from Hong Kong Students’ Reading Performance in Programme for International Student Assessment on the Chinese Language Curriculum and Teaching (In Chinese) Posted in EdData Hong Kong FacebookGoogle+TwitterLinkedin
