Reading Motivation and Reading Activity as Mediators of the Effect of Family Socioeconomic Status on Reading Achievement

Abstract

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

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

CLC Number:

B849

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.

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.

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