摘要：AbstractThis study focused on the relationship between the use of technology for reading, students’ attitude towards reading, and self-regulation to predict reading scores in PISA 2009. The sample of this study included 15 year-old students from Turkey (N=4996). Structural equation modeling (SEM) was used to create latent variables for technology for reading, attitude towards reading, and self-regulation; and to estimate the path coefficients between these latent variables and reading scores. Results showed that technology usage for reading and attitude towards reading were significantly related to reading scores. Self-regulation had indirect effects on reading scores through attitude towards reading and technology usage for reading.
