心理学报2017，Vol.49Issue(8)：1063-1071,9.DOI:10.3724/SP.J.1041.2017.01063
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
Effect of family socioeconomic status on reading autonomy among elementary school students: The mediating effects of parents' encouragement and reading motivation
摘要
Abstract
Reading ability is one of the most extensively investigated topics in education research. Several studies found that self-regulated reading was the core to improve reading ability while social economic status was important to self-regulated reading. However, the inner mechanisms were unknown. Both external factor (e.g., parents' encouragement) and internal factor (e.g., reading motivation) were likely to be mediating factors between socioeconomic status and reading autonomy. Therefore, it's important to discuss the mediating effect of parents' encouragement and reading motivation on reading autonomy. The present study investigated the mediating effect between family socioeconomic status and reading autonomy among elementary school students. Three hypotheses were tested: Hypothesis 1: family socioeconomic status directly affects the reading autonomy. Hypothesis 2: family socioeconomic status affects the reading autonomy through parents' encouragement and reading motivation, respectively. Thus, parents' encouragement and reading motivation are parallel mediator factors. Hypothesis 3: family socioeconomic status affects reading motivation through parents' encouragement, and then affects the reading autonomy. Hence, parents' encouragement and reading motivation are chain intermediary roles. Participants were 313 fourth-grade students from two cities. All students completed the reading autonomy scale and questionnaire test. Participants were 175 (55.9%) male students and 138 (44.1%) female students. They completed four measures: socioeconomic status questionnaire, parents' encourage reading questionnaire, reading motivation questionnaire and reading autonomy scale. Preliminary and descriptive analyses showed that Cronbach's alpha of parents' encourage reading questionnaire, reading motivation questionnaire, and reading autonomy scale was 0.828, 0.843, 0.749, respectively. Firstly, the statistic analysis showed that the total effect of family socioeconomic status on reading autonomy was significant,γ = 0.32,p < 0.01. Model fit indices in SEM wereχ2/df = 2.05, TLI = 0.90, CFI = 0.91, RMSEA = 0.063, SRMR = 0.053. Secondly, after the intervening variables (i.e. parents' encouragement and reading motivation) were included in the model, the direct effect of family socioeconomic status on reading autonomy was not statistically significant, but other path coefficients were statistically significant. Model fit indices in SEM wereχ2/df =1.39, TLI = 0.93, CFI = 0.94, RMSEA = 0.038, SRMR = 0.052. Finally, the bias-corrected bootstrap method was used for significant tests. The results indicated that the direct effect of family socioeconomic status on reading autonomy was not significant and three intermediary effects were statistically significant. In conclusion, parents' encouragement and reading motivation play the intervention role between family socioeconomic status and reading autonomy.关键词
家庭社会经济地位/父母鼓励/阅读动机/阅读自主性/中介作用Key words
family socioeconomic status/parents' encouragement/reading motivation/reading autonomy/mediating effect分类
社会科学引用本文复制引用
顾红磊,刘君,夏天生..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[J].心理学报,2017,49(8):1063-1071,9.基金项目
国家自然科学基金项目(71572205) （71572205）
国家社会科学基金项目(17BTJ035) （17BTJ035）
教育部人文社会科学研究青年基金项目(16YJC90022) （16YJC90022）
信阳师范学院"南湖学者奖励计划"青年项目(Nanhu Scholars Program for Young Scholars of XYNU). （Nanhu Scholars Program for Young Scholars of XYNU）
