(Journal Article) Lihong Maa , Leifeng Xiao b , and Yuhong Jiao creator text Philadelphia, USA : Taylor and Francis Group and Routledge ,March 2024 monographic eng

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431-451p. Abstract: Teacher feedback in reading class is closely associated with students’ read-ing achievement. However, the underlying mechanisms of their relation-ship has been underexplored, especially in cross-cultural contexts. UsingControl Value Theory of Achievement Emotions (CVTAE), this study testedthe cross-cultural generalizability of reading enjoyment as a mediatorbetween teacher feedback and reading achievement among 536,848 15-year-olds from 75 countries/economies in PISA 2018. Multilevel structuralequation modeling (MSEM) results showed that students who perceivedmore teacher feedback gained more enjoyment in reading activities, andthus scored higher in reading. This relationship was confirmed in 73 out of75 countries/economies. However, at the school level, this associationexisted in only 25 of 75 countries/economies. These findings indicatecross-cultural generalization of reading enjoyment as a mediator betweenteacher feedback and reading achievement only at the student level, whichnot only provides cross-cultural evidence for CVTAE, but also sheds lighton reading instruction of adolescents. ***______{For Hard Copy, Please visit Library.}________*** Cross-cultural generalizabil-ity | multilevel mediationmodel | readingachievement | readingenjoyment | teacherfeedback 0022-0973 https://doi.org/10.1080/00220973.2023.2208063 https://doi.org/10.1080/00220973.2023.2208063 250116 20250116112241.0