Learning strategies have been recognized as important predictors of mathematical achievement. In recent studies, it has been found that Asian students use combined learning strategies, primarily including metacognitive strategies, rather than rote memorization. To the best of the authors' knowledge, there is only one prior study including South…

Classical conceptualisations of self-regulated learning typically ignore the role of teaching strategies in real-world classrooms. Therefore, the present exploratory study aimed to examine the different clusters of perceived teaching strategies and students' metacognitive knowledge and experiences, and motivation. The data came from 6365 (49.63%…

This study examined learning strategy use in mathematics among East Asian students in East Asian educational systems. By employing latent class analysis on the Programme for International Student Assessment (PISA) 2012 data, we found four classes of learning strategy types, namely memorization with metacognitive strategies (17.49%), metacognitive…

Research on grit indicates that perseverance positively predicts academic achievement. Yet, the mechanisms through which perseverance might lead to academic success remain less explored, particularly in cross-cultural research. The current study investigated such mechanisms by examining possible mediating effects of students' use of self-regulated…

The percentage of students with lower academic achievement than their peers due to their socio-economical disadvantages is globally accepted as an indicator of inequality. Some students, despite their disadvantages, are as successful as their advantaged peers. The family and individual characteristics and academic experiences of these students,…

The aim or the present study was to examine the relative importance of financial education in school and families and dispositional factors (competitiveness, work mastery, meta-cognition) in predicting financial literacy among Finnish adolescents. The data on the 4328 Finnish 15-year-olds was drawn from the PISA 2018 assessment. Financial literacy…

Social mobility and improving the performance of disadvantaged pupils is a focus for policy in England, Northern Ireland and Wales. The findings from PISA 2018 provide a unique opportunity to explore the impact of disadvantage on pupils aged 15, to contextualise achievement outcomes with information about home-life and school, as well as providing…

Non-cognitive characteristics of students in four Southeast Asian countries -- Indonesia, Malaysia, Thailand, and Viet Nam -- were reviewed based on the PISA 2009, 2012, and 2015 data. Overall, students in this region demonstrated similarities with respect to their non-cognitive dispositions such as learning habits, approaches to learning,…

A multilevel mediated regression model was fit to Programme for International Student Assessment achievement, strategy use, gender, and family- and school-level socioeconomic status (SES). Two metacognitive strategies (i.e., understanding and summarizing) and one learning strategy (i.e., control strategies) were found to relate significantly and…

Background/Context: Because metacognitive knowledge includes knowledge about adequate learning strategies, and because an effective use of learning strategies is associated with higher levels of performance, substantial relationships can be assumed between metacognitive knowledge, strategic behavior, and performance. However, such a pattern of…

Differential item functioning (DIF) may be caused by an interaction of multiple manifest grouping variables or unexplored manifest variables, which cannot be detected by conventional DIF detection methods that are based on a single manifest grouping variable. Such DIF may be detected by a latent approach using the mixture item response theory…

Learning strategies, such as memorization and elaboration strategies, have received both support and repudiation. The 2009 international PISA reading, science, and mathematics achievement test and survey of 15 year-olds in 65 countries was used. The findings indicated that self-reported use of learning strategies, which involve compensatory…

The authors examined the relationships of cognitive (i.e., memorization and elaboration) and metacognitive learning strategies (i.e., control strategies) to mathematics achievement among 15-year-old students in 4 high-performing East Asian education systems: Shanghai-China, Hong Kong-China, Korea, and Singapore. In all 4 East Asian education…

The aim of the study was to explain the difference between the Programme for International Student Assessment (PISA) 2009 reading results for Finland and Estonia using characteristics of teaching and learning, and characteristics of the overall development of these countries. PISA data were collected via a reading test and student questionnaires…

This study, drawing on data from the Programme for International Student Assessment (PISA) 2009, explored the influences of metacognitive and self-regulated learning strategies for reading on mathematical literacy of adolescents in Australia and Singapore. Ordinary least squares (OLS) regression analyses revealed the positive influences of…