在新高考改革的背景下，学生需要拥有终身自主学习的能力。在自学过程中，学生需要阅读大量书籍来获取知识提高自身能力。这要求学生拥有较高的阅读素养，并且能适应信息时代的发展。阅读元认知策略能够有效地提高学生的阅读素养。当前研究主要关注阅读元认知策略对阅读素养的直接影响，对于阅读元认知策略通过阅读动机等情感因素间接影响阅读素养的研究较少。因此，本研究从动机视角出发，研究自我概念和阅读兴趣在阅读元认知策略对阅读素养的影响中发挥的中介作用。同时，因为自我概念的感知方式在东西方不同文化背景下存在差异。本研究选取PISA测试数据中能够代表东西方文化背景并且都因其优异成绩被誉为“标杆”的两个国家（中国、芬兰）进行对比研究。

首先，本研究通过分位数回归的方法分析阅读元认知策略等阅读相关变量在阅读素养不同水平学生群体中的影响，并且对比中国和芬兰样本的回归系数变化趋势。其次，本研究通过分析过往文献，建立以元认知自我调节学习模型（MASRL模型）为基础的阅读元认知策略作用机制。同时，本研究从数据上运用逐步回归和Bootstrap检验的方法验证了自我概念和阅读兴趣在不同维度的阅读元认知策略作用机制中发挥的中介作用。最后，本研究通过多组比较的方法对比了阅读元认知策略作用机制在中国和芬兰样本中的差异。

研究结论如下：（1）阅读元认知策略等阅读相关变量在阅读素养不同水平学生上的影响大小存在差异，并且一些变量的回归系数变化趋势在中国和芬兰样本中是不同的。（2）自我概念和阅读兴趣在阅读元认知策略作用机制中发挥了中介作用。（3）通过和芬兰对比，中国学生的阅读元认知策略通过自我概念和阅读兴趣等中介变量影响阅读素养的间接效应占比较低。同时，中国和芬兰学生在以自我概念为中介变量的作用路径上存在差异。最后，本研究从国家、学校、教师和学生四个层面提出了基于阅读元认知策略作用机制提高学生阅读素养的建议。

In the context of the new college entrance examination reform, students need to have the ability of lifelong self-learning. In the process of self-learning, students need to read a lot of books to acquire knowledge and improve their abilities. This requires students to have high reading literacy and be able to adapt to the development of the age of information. Reading metacognitive strategies can effectively improve students' reading literacy. Current research focuses on the direct effect of reading metacognitive strategies on reading literacy, but there are fewer studies on the indirect effect of reading metacognitive strategies on reading literacy through affective factors such as reading motivation. Therefore, this study examines the mediating effect played by self-concept and reading interest in the mechanism of reading metacognitive strategies from the perspective of motivation. Meanwhile, the way of perceiving self-concept differs in different cultural contexts between the East and the West. In this study, two countries (China and Finland), which are representative of both Eastern and Western cultures and have been recognized as "benchmarks" for their excellent scores in PISA, were selected for comparison.

First, this study analyzes the effects of reading-related variables such as reading metacognitive strategies on students at different levels of reading literacy by quantile regression, and compares the trends of regression coefficients between the Chinese and Finnish samples. Second, this study analyzes past literature to establish the mechanism of reading metacognitive strategies based on the Metacognitive Self-Regulated Learning Model (MASRL). Meanwhile, this study verified the mediating effect of self-concept and reading interest in different dimensions of reading metacognitive strategy action mechanism by using stepwise regression and bootstrap test from the data. Finally, this study compared the differences in reading metacognitive strategy action mechanisms between the Chinese and Finnish samples by means of multi-group comparisons.

The conclusions of this study are as follows: (1) There are differences in the influence of reading related variables such as reading metacognitive strategies on students with different levels of reading literacy, and the change trend of regression coefficients of some variables is different in the Chinese and Finnish samples. (2) Self-concept and reading interest play a mediating role in the mechanism of reading metacognitive strategies. (3) By comparing with Finland, the indirect effect of Chinese students' reading metacognitive strategies affecting reading literacy through mediating variables such as self-concept and reading interest accounted for a relatively low percentage. Chinese and Finnish students differed in the path of action with self-concept as a mediating variable. Finally, this study puts forward some suggestions on how to improve students' reading literacy based on the mechanism of reading metacognitive strategies from the perspectives of country, school, teacher and student.