Abstract：
The current study employed latent profile analysis to examine the application patterns of students\' reading metacognitive strategies using PISA 2018 data in China. Subsequently, it explored the differences in students\' mathematics learning efficiency and performance. The results revealed that: (1) Six types of reading metacognitive strategies application patterns were identified: \"Novice - indifferent,\" \"Veteran - average,\" \"Novice - low evaluating,\" \"Veteran - skilled,\" \"Novice - mixed,\" and \"Novice - arbitrary.\" (2) The primary factors that affect the classification of reading metacognitive strategies application patterns were gender, and family economic, social, and cultural statuses (ESCS). (3) Mathematics learning time could positively predict performance overall, but the mathematics learning time of \"Veteran - skilled\" and \"Novice - mixed\" students had no significant correlation with their mathematics performance. The findings suggests that educators should not blindly increase students\' mathematics learning time but instead provide appropriate guidance based on their mastery patterns of reading metacognitive strategies to enhance mathematics learning efficiency and performance.
摘要：
目前的研究采用潜在的概况分析，以PISA2018数据为基础，考察了中国学生阅读元认知策略的应用模式。随后，它探讨了学生数学学习效率和表现的差异。结果表明：（1）确定了六种类型的阅读元认知策略应用模式：“新手-冷漠，\"\"退伍军人-平均水平，\"\"新手-低评价,\"\"资深技术，\"\"新手-混合，\"和\"新手-任意。(2)影响阅读元认知策略应用模式分类的主要因素是性别,家庭经济,社会,文化地位（ESCS）。(3)数学学习时间可以积极预测整体成绩，但是，“老练”和“新手混合”学生的数学学习时间与他们的数学成绩没有显着相关性。研究结果表明，教育工作者不应盲目增加学生的数学学习时间，而应根据他们对阅读元认知策略的掌握方式提供适当的指导，以提高数学学习效率和表现。
