學生閱讀後設認知和評鑑省思表現的關聯──PISA 2018閱讀表現前十名東、西方國家與臺灣之比較

Association of Students' Metacognition with Evaluation and Reflection in Reading—Comparison of the Top Ten Eastern and Western Countries in PISA 2018 with Taiwan

隨著科技和網路的發展，數位閱讀成為日常生活的一部分，讀者如何評估資訊來源的可信度變得尤為重要。本研究探討PISA 2018的臺灣學生在閱讀後設認知策略使用及與閱讀評鑑省思表現的關聯，透過與優秀的東、西方國家學生的對比，期望為臺灣的閱讀教育提供參考。研究以階層線性模式（HLM）分析PISA的分層抽樣數據，考慮了性別與社經地位的背景變項，結果顯示，東方國家的學生在閱讀評鑑省思表現上顯著優於西方及臺灣學生，而西方國家的閱讀後設認知表現較高；女性在閱讀評鑑省思和後設認知方面也明顯優於男性，且隨著學生或學校社經地位的提升，整體評鑑省思表現和後設認知策略亦有所改善。本研究結果強調不同文化對閱讀評鑑省思與後設認知的影響，建議未來的閱讀教學應加強後設認知的培養，而後續研究可納入縱貫性資料比較，為教育政策和教學規劃提供更全面的參考資訊。

The Internet has significantly transformed students' learning methods and mediums. With the vast amount of digital information available, students must develop evaluating and reflecting ability alongside traditional paper-based learning methods. Metacognitive strategies have proven effective in enhancing comprehensive reading skills. Additionally, the rise of Internet fraud has made assessing the credibility of information sources crucial. The Program for International Student Assessment PISA 2018 includes this as part of metacognitive abilities. PISA results showed cultural differences in reading policies and teaching priorities between Eastern and Western countries with high reading performance. This study examines the relationship of metacognitive strategy use with reading evaluating and reflecting performance among students from Taiwan and other high-performing countries in PISA 2018. It analyzes students’performance differences influenced by school variations using hierarchical linear modeling HLM））. Gender and socioeconomic status are included as background variables. Comparing with Eastern and Western countries aim to provide additional insights for reading education in Taiwan. The results show Eastern students have the highest reading evaluating and reflecting performance, followed by Western countries, with Taiwan being the lowest. Western countries have higher metacognitive awareness. In Taiwan, Eastern, and Western countries, females outperform males in reading evaluating and reflecting performance and metacognitive awareness. Though exceptions exist, higher socioeconomic status generally correlates with better reading evaluating and reflecting performance and metacognition. HLM analysis reveals different relationships of gender, socioeconomic status, and metacognition on reading evaluating and reflecting performance across groups. Based on the results, this study proposed some suggestions for reading education research and teaching practice.