家庭社会经济地位对初中生阅读成就的影响：阅读动机和阅读活动的中介作用

摘要/Abstract

摘要： 为探讨阅读动机和阅读活动在家庭社会经济地位与阅读成就关系之间的中介机制，采用问卷法对我国东部某省3所学校468名7～9年级学生进行调查，使用结构方程建模的方法对中介模型进行检验。结果表明：家庭社会经济地位、阅读动机、阅读活动及阅读成就之间呈显著正相关；家庭社会经济地位对阅读成就的直接效应不显著，但可以通过阅读动机和阅读活动的链式中介作用对阅读成就产生间接的影响。

关键词: 家庭社会经济地位, 阅读动机, 阅读活动, 阅读成就, 中介作用

Abstract: The present study examined the roles played by reading motivation and reading activity as mediators of the effect of family socioeconomic status on reading achievement. A sample of 468 7th~9th graders from three schools in eastern China participated in the study and completed the questionnaires. Structural equation modeling was used to assess the mediation model. The results implied a positive correlation between family socioeconomic status, reading motivation, reading activity, and reading achievement. In addition, family socioeconomic status had no significant direct effect on reading achievement; however, it indirectly predicted reading achievement through the chain mediating effects of reading motivation and reading activity.

Key words: family socioeconomic status, reading motivation, reading activity, reading achievement, mediating effect

中图分类号:

B849

王晓诚, 贾丽娜, 金元英. 家庭社会经济地位对初中生阅读成就的影响：阅读动机和阅读活动的中介作用[J]. 心理与行为研究, 2020, 18(6): 839-845.

WANG Xiaocheng, JIA Lina, JIN Yuanying. Reading Motivation and Reading Activity as Mediators of the Effect of Family Socioeconomic Status on Reading Achievement[J]. Studies of Psychology and Behavior, 2020, 18(6): 839-845.

参考文献

顾红磊, 刘君, 夏天生. (2017). 家庭社会经济地位对小学生阅读自主性的影响: 父母鼓励和阅读动机的中介作用. 心理学报, 49(8), 1063-1071
李毅, 谭婷. (2019). 家庭经济资本和中小学生阅读兴趣的关系: 家庭文化资本的中介作用. 心理与行为研究, 17(4), 520-528, 576
刘玉娟. (2012). 小学生阅读动机的发展及影响因素. 中国特殊教育, (10), 90-96, doi: 10.3969/j.issn.1007-3728.2012.10.016
任春荣. (2010). 学生家庭社会经济地位(SES)的测量技术. 教育学报, 6(5), 77-82, doi: 10.3969/j.issn.1673-1298.2010.05.012
任春荣, 辛涛. (2012). 家庭社会经济地位对小学生成绩预测效应的追踪研究. 教育研究, (3), 79-87
师保国, 申继亮. (2007). 家庭社会经济地位、智力和内部动机与创造性的关系. 心理发展与教育, 23(1), 30-34, doi: 10.3969/j.issn.1001-4918.2007.01.006
石雷山, 陈英敏, 侯秀, 高峰强. (2013). 家庭社会经济地位与学习投入的关系: 学业自我效能的中介作用. 心理发展与教育, 29(1), 71-78
舒华, 李文玲, 辜玉旻, Anderson, R., 伍新春, 张厚粲, 轩月 (2002). 家庭文化背景在儿童阅读发展中的作用. 心理科学, 25(2), 136-139, doi: 10.3969/j.issn.1671-6981.2002.02.003
宋凤宁, 宋歌, 余贤君, 张必隐. (2000). 中学生阅读动机与阅读时间、阅读成绩的关系研究. 心理科学, 23(1), 84-87, doi: 10.3969/j.issn.1671-6981.2000.01.021
温红博, 梁凯丽, 刘先伟. (2016). 家庭环境对中学生阅读能力的影响: 阅读投入、阅读兴趣的中介作用. 心理学报, 48(3), 248-257
武丽丽, 张大均, 程刚, 王鑫强. (2018). 家庭社会经济地位对小学生学业成绩的影响: 心理素质全局因子的中介作用. 西南大学学报(自然科学版), 40(6), 56-62
张文静, 辛涛. (2012). 阅读投入对阅读素养影响的跨文化比较研究——以PISA2009为例. 心理发展与教育, 28(2), 175-183
Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23(3), 285-303, doi: 10.1598/RRQ.23.3.2.
Baker, L., Scher, D., & Mackler, K. (1997). Home and family influences on motivations for reading. Educational Psychologist, 32(2), 69-82, doi: 10.1207/s15326985ep3202_2.
Baker, L., & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34(4), 452-477, doi: 10.1598/RRQ.34.4.4.
Becker, M., McElvany, N., & Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A lon-gitudinal study. Journal of Educational Psychology, 102(4), 773-785, doi: 10.1037/a0020084.
Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371-399, doi: 10.1146/annurev.psych.53.100901.135233.
Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934-945, doi: 10.1037/0012-1649.33.6.934.
Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expec-tations and the home environment. Journal of Family Psychology, 19(2), 294-304, doi: 10.1037/0893-3200.19.2.294.
Evans, M. A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Ex-perimental Psychology, 54(2), 65-75, doi: 10.1037/h0087330.
Guthrie, J. T., McGough, K., & Wigfield, A. (1994). Measuring reading activity: An inventory (Instructional Resource No. 4). Athens, GA: National Reading Research Center.
Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Mahwah, NJ: Erlbaum.
Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3(3), 231-256, doi: 10.1207/s1532799xssr0303_3.
Kieffer, M. J. (2010). Socioeconomic status, English proficiency, and late-emerging reading difficulties. Educational Researcher, 39(6), 484-486, doi: 10.3102/0013189X10378400.
Kirsch, I., de Jong, J., Lafontaine, D., McQueen, J., Mendelovits, J., & Monseur, C. (2002). Reading for change: Performance and en-gagement across countries: Results from PISA 2000. Paris: PISA, OECD Publishing.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
Lau, K. L. (2004). Construction and initial validation of the Chinese reading motivation questionnaire. Educational Psychology, 24(6), 845-865, doi: 10.1080/0144341042000271773.
Leseman, P. P. M., & de Jong, P. F. (1998). Home literacy: Opportunity, instruction, cooperation and social-emotional quality predicting early reading achievement. Reading Research Quarterly, 33(3), 294-318, doi: 10.1598/RRQ.33.3.3.
McNamara, D. S., & Kintsch, W. (1996). Learning from texts: Effects of prior knowledge and text coherence. Discourse Processes, 22(3), 247-288, doi: 10.1080/01638539609544975.
Morrow, L. M. (1983). Home and school correlates of early interest in literature. Journal of Educational Research, 76(4), 221-230.
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2017). PIRLS 2016 international results in reading. Chestnut Hill, MA: TIMSS & PIRLS International Study Center.
Myrberg, E., & Rosén, M. (2009). Direct and indirect effects of parents’ education on reading achievement among third graders in Sweden. British Journal of Educational Psychology, 79(4), 695-711, doi: 10.1348/000709909X453031.
OECD. (2010). PISA 2009 results: What students know and can do—Student performance in reading, mathematics and science (Volume 1). Paris: OECD Publishing.
Perry, N. E., Hutchinson, L., & Thauberger, C. (2007). Mentoring student teachers to design and implement literacy tasks that support self-regulated reading and writing. Reading & Writing Quarterly, 23(1), 27-50.
Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903, doi: 10.1037/0021-9010.88.5.879.
Preacher, K. J., & Selig, J. P. (2012). Advantages of Monte Carlo confidence intervals for indirect effects. Communication Methods and Measures, 6(2), 77-98, doi: 10.1080/19312458.2012.679848.
Schaffner, E., Schiefele, U., & Ulferts, H. (2013). Reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on reading comprehension. Reading Research Quarterly, 48(4), 369-385, doi: 10.1002/rrq.52.
Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427-463.
Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445-460, doi: 10.1111/1467-8624.00417.
Sohr-Preston, S. L., Scaramella, L. V., Martin, M. J., Neppl, T. K., Ontai, L., & Conger, R. (2013). Parental socioeconomic status, com-munication, and children’s vocabulary development: A third-generation test of the family investment model. Child Development, 84(3), 1046-1062, doi: 10.1111/cdev.12023.
Stutz, F., Schaffner, E., & Schiefele, U. (2016). Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades. Learning and Individual Differences, 45, 101-113, doi: 10.1016/j.lindif.2015.11.022.
Wang, J. H. Y., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U. S. and Chinese students. Reading Research Quarterly, 39(2), 162-186, doi: 10.1598/RRQ.39.2.2.
Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420-432, doi: 10.1037/0022-0663.89.3.420.
Wigfield, A., Guthrie, J. T., Perencevich, K. C., Taboada, A., Klauda, S. L., McRae, A., & Barbosa, P. (2008). Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes. Psychology in the Schools, 45(5), 432-445, doi: 10.1002/pits.20307.

[1]	盖笑松, 吴晓靓, 顾婷玉, 张婵, 马媛春. 初中生家庭社会经济地位、积极品质对中考成绩的预测作用[J]. 心理与行为研究, 2022, 20(3): 368-374.
[2]	邱晨, 牛美心, 周新林, 杨涛. 四、七年级学生分数数量表征与数学学业成就的关系：分数概念理解的中介作用[J]. 心理与行为研究, 2021, 19(5): 628-635.
[3]	王立东, 李倩, 罗良. 父母家校沟通与小学生参与数学课外补习的关系研究[J]. 心理与行为研究, 2020, 18(1): 67-71.
[4]	孔繁昌, 冯雅萌, 赵改, 刘诏君, 王亚丹, 周宗奎. 移动社交媒介使用对大学生生活满意度的影响：线上和线下社会资本的作用[J]. 心理与行为研究, 2019, 17(5): 699-705.
[5]	申正付, 韩布新, 杨秀木, 古继宝. 全科医生胜任力和主观幸福感：工作绩效的中介作用[J]. 心理与行为研究, 2019, 17(2): 282-288.
[6]	郭博达, 张立新, 张镇. 青少年物质主义和幸福感：自尊的中介作用[J]. 心理与行为研究, 2019, 17(1): 56-62.
[7]	侯娟, 潘学飞, 马美静, 兰菁, 琚晓燕, 方晓义. 新生婴儿父母养育压力对婚姻质量的影响：配偶支持的中介作用[J]. 心理与行为研究, 2019, 17(1): 97-106.
[8]	程刚, 张大均. 家庭社会经济地位对大学新生抑郁情绪的影响：有调节的中介模型[J]. 心理与行为研究, 2018, 16(2): 247-252.
[9]	夏婷, 李静, 郭永玉. 家庭社会阶层与大学生物质主义的关系：自尊的中介作用^*[J]. 心理与行为研究, 2017, 15(4): 515-519.
[10]	王树青, 曹晖, 苏霞. 亲子依恋、分离-个体化对大学生自我同一性状态的影响：自我不一致的中介作用^*[J]. 心理与行为研究, 2017, 15(3): 343-350.
[11]	胡青,孙宏伟. 情绪劳动与心理健康的关系: 工作倦怠的中介作用[J]. 心理与行为研究, 2016, 14(5): 662-667.
[12]	刘志军, 刘旭, 李维. 初中生乐观归因风格与抗挫折能力：自尊的中介作用^*[J]. 心理与行为研究, 2016, 14(1): 64-69.
[13]	张田, 傅宏. 得到宽恕与否对冒犯者后续行为的影响：内疚与共情的作用^*[J]. 心理与行为研究, 2016, 14(1): 100-105.
[14]	胡卫平, 程丽芳, 贾小娟, 韩蒙, 陈英和. 认知抑制对创造性科学问题提出的影响：认知风格的中介作用[J]. 心理与行为研究, 2015, 13(6): 721-728.
[15]	杨秀木,高恒,齐玉龙,申正付,韩布新,周静. 大学生志愿功能动机与志愿行为：感恩品质的中介作用^*[J]. 心理与行为研究, 2015, 13(3): 354-360.