摘要：The purpose of this study is to investigate the effects of approaches to learning on student's reading performance in Turkey. The data from student background questionnaire and reading achievement test in PISA 2009 was used. The sample of PISA 2009 was constituted of 4996 students. Hierarchical Linear Modeling (HLM) techniques were employed because of the nested structure of the data and during the analysis sex and economic, social and cultural status of student was controlled. According to the first research question of, there were significant differences among schools in reflect and evaluate skills. The second research question of analyses for provided information that “meta-cognition strategy; understanding – remembering, summarizing and learning strategies; control and memorization” have significant effects on students’ reflect and evaluate achievement. This research question is stated that “meta-cognition strategy; understanding - remembering and summarizing and learning strategies; control and memorization” have significant effects on students’ reflect and evaluate achievement.
关键词：PISA;meta-cognition strategy;learning strategies;reflect and evaluate scoresi;Hierarchical Linear Modells (HLM)
