作者：
Zhang Xiaomeng 张晓梦, Cheong Choo Mui 钟竹梅, Li Qingyang 李清扬, Zhu Xinhua 祝新华, Xiao Tong 肖彤

中文题目：
从学习能力到学习表现：在线阅读策略使用在自我导向学习与学业韧性影响数字阅读中的中介作用

英文题目：
From learning capacity to performance: The mediating role of online reading strategy use in linking self-directed learning and academic buoyancy to digital reading

简介：
In online learning environments, students are required to master a range of new skills, including self-directed learning to regulate their own learning processes, academic buoyancy to cope with everyday setbacks, and the effective use of domain-specific reading strategies to navigate digital texts. Also, the demands of online contexts call for appropriate forms of teacher support such as autonomy-supportive practices in helping students cultivate these capacities and skills. Against this backdrop, the present study examines these variables in an integrated model to better understand how contextual support contributes to the development of self-directed learning, and how, at the student level, self-directed learning influences academic buoyancy and online reading strategy use to enhance online reading achievement. Data were collected from 886 secondary school students in Hong Kong. Structural equation modeling was employed to test the hypothesized relationships among the variables. The results indicate that autonomy support significantly predicts students’ self-directed learning ability, which in turn promotes strategy use both directly and indirectly through academic buoyancy. Strategy use was found to be a significant positive predictor of academic achievement. However, self-directed learning did not have a direct effect on achievement, and academic buoyancy showed a small but significant negative direct association with achievement. These findings suggest that autonomy-supportive teaching plays an important role in fostering learner capacities, but such capacities must be translated into effective strategy use to impact online reading. The study underscores the importance of instructional practices that not only support autonomy and resilience but also explicitly cultivate strategic learning in online reading contexts.

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